高中生英语语法学习策略与英语写作水平的关系研究——以万州区某中学为例
A Study on the Relationship between English Grammar Learning Strategies and English Writing Level of Senior High School Students—A Case Study of a Middle School in Wanzhou District
摘要: 研究通过问卷调查、半结构化访谈等研究方法，对重庆市万州区某高中的303名学生展开了调查研究，主要研究以下三个问题：1) 高中生常用的英语语法学习策略有哪些？2) 高中生的英语语法学习策略是否因学生的个体差异而异？3) 英语语法学习策略与高中生英语写作水平之间存在怎样的关系？研究结果表明：1) 从使用现状的角度分析，整体上，高中生运用英语语法学习策略的频率处于中等水平。各个维度上，交际策略 > 认知策略 > 元认知策略 > 情感策略。2) 从个体差异角度分析，不同性别的高中生在英语语法学习策略的使用上未出现显著差异；不同年级的学生使用策略的频率会随着年级的升高而逐步上升，高三学生比高一和高二的学生更善于使用语法学习策略；不同英语水平的高中生，其语法学习策略的使用频率会随着英语水平的提升而出现显著的增长，英语水平高分组的学生比中低分组更善于使用语法学习策略。3) 高中生的英语语法学习策略与英语写作水平呈显著的正相关关系。学生使用英语语法学习策略的频率越高，其写作表现越出色。为此，研究从教师和学生两方面提出相应的教与学的建议。
Abstract: In this study, 303 students from a high school in Wanzhou District of Chongqing were investigated through questionnaires and semi-structured interviews, and the following three questions were mainly studied: 1) What are the common English grammar learning strategies used by high school students? 2) Do high school students’ English grammar learning strategies vary based on individual differences? 3) What is the relationship between English grammar learning strategies and high school students’ English writing proficiency? The research results are as follows: 1) From the perspective of usage status, overall, the frequency of high school students using English grammar learning strategies is at a moderate level. In terms of each dimension, communicative strategy > cognitive strategy > metacognitive strategy > affective strategy. 2) From the perspective of individual differences, there are no significant differences in gender in the use of English grammar learning strategies among high school students; The frequency of using strategies among students of different grades will gradually increase with the rise of grade, and students in the third grade of senior high school are better at using English grammar learning strategies than those in the first and second; The frequency of using English grammar learning strategies among high school students with different levels of English proficiency will significantly increase with the improvement of their English proficiency. Students in the high English proficiency group are better at using English grammar learning strategies than those in the middle and low English proficiency groups. 3) There is a significant positive correlation between high school students’ English grammar learning strategies and their English writing proficiency. The higher the frequency of students using English grammar learning strategies, the better their writing performance. Therefore, this study proposes corresponding teaching and learning suggestions from both teachers and students.
文章引用：朱俊颖. 高中生英语语法学习策略与英语写作水平的关系研究——以万州区某中学为例[J]. 创新教育研究, 2026, 14(6): 162-175. https://doi.org/10.12677/ces.2026.146416

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