A Practical Study on English-Speaking Learning Strategies of Junior College English Majors

Abstract

Oral English is an important aspect of language output in the process of second language acquisition (SLA). For many English learners, time-consuming and ineffective oral English learning is a major issue. Aside from the language environment, one of the primary causes of this difficulty is a lack of suitable strategic guidance. In recent years, scholars have conducted more and more research on English-speaking learning strategies, but few have conducted corresponding research on junior college English majors. Based on the data obtained from questionnaires and interviews, this study investigates the use of speaking memory strategy, speaking cognitive strategy, speaking compensation strategy, speaking metacognitive strategy, speaking affective strategy and speaking social strategy in oral English. This study shows that junior college English majors generally adopt medium-level speaking strategies, among which speaking metacognitive strategy and speaking affective strategy are used more frequently, which has some enlightenment for junior college English majors on how to learn oral English effectively.