Abstract: Studies about learning strategies have proved that the use of learning strategies can improve the efficiency and effectiveness of L2 learning. Investigation of the use and training of English learning strategies has focused on college students, with fewer studies conducted on middle school students. This study aims at middle school students’ use of English learning strategies and the relationships between these strategies and their academic achievements, and tries to compare the learning strategies between the junior and senior high school students. A questionnaire designed by Oxford (1990) was used to investigate the strategy use of the eighth and eleventh grades. It was found that 1) cognitive strategy, compensation strategy and social strategy were used more by the students, with the memory strategy less frequently used; 2) learning strategies had positive correlations with learners’ academic achievements; and 3) the junior high school students were better at employing learning strategies than the senior high school students. According to the results some pedagogical implications are presented for both teachers and students in teaching and learning.

Key words: learning strategies; the junior high school students; the senior high school students; academic achievements. 

摘要：国内外对学习策略的研究发现学习策略的有效使用能够使学生的学习事半功倍。对于大学生的英语学习策略使用的调查和学习策略培训的实证研究较多，但对于中学生学习策略使用方面的实证研究较少。本研究旨在调查中学生的英语学习策略使用情况，以及这些学习策略和学生学习成绩之间的关系，并比较初中生和高中生学习策略使用的异同。本研究采用Oxford设计的问卷对南京三中初二和高二年级的学生进行调查，结果发现：1）学生使用最多的三个策略为认知策略，补偿策略和社交策略，记忆策略使用最少；2）中学生的学习策略和学习成绩之间呈正相关关系，即学习策略使用越多，其英语学习成绩越高，或者说学习成绩越高的学生其学习策略使用越多；3）初中生比高中生更多使用各种英语学习策略。这些结果给教师和学生在教和学上提供了一些启示。

关键词：学习策略；初中生；高中生；学习成绩