Abstract

Nowadays, English writing and speaking have received more and more attention at home and abroad. Both scholars and educators have done research on second language learning, especially the learning strategies to facilitate the learning and teaching of English. Among all the branches of English, speaking and writing rank to the most important compared with others.

The present study aims to find out the correlation between the use of speaking and writing strategies of students with poor English. As their English is poor, they have to employ mother tongue to help their speaking and writing of a second language. The subjects of the present study are students in a vocational institute, who wan correlation t to go abroad after two or three years’ study there. Therefore, they have strong motivation. This paper investigated the correlation between their language proficiency levels and their use of strategies and found that these two are closely correlated with each other. Besides, the present study also discussed the correlation between different categories of strategies of speaking and writing, and the results show that cognitive, meta-cognitive, social strategies of speaking and writing are closely correlated. All of these give significant implications to the teachers and investigators of second language learning.

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