浅谈英语专业学生常用的英语学习策略毕业论文(编辑修改稿)

浅谈英语专业学生常用的英语学习策略毕业论文(编辑修改稿)内容摘要：

Strategies strategies 3. social strategies Here are the detailed introductions of the six learning strategies: Memory strategies, sometimes we called them mnemonics, have been existed for thousands years. For instance, in ancient times, in order to remember a long speech, orators divided it into several parts and each part linked a certain room of a house or temple, and then “taking a walk” from room to room. The highly specific purpose of using memory strategies during the language learning process is helping student to store the new information. Cognitive strategies can assist language learners to understand and produce the language by numerous different means. They play an important role in language learning process. Compensation strategies allow language learners to make up the limitations of the language knowledge, such as vocabulary, during the process of prehension and production. Guessing intelligently in listening and reading and overing limitations in speaking and writing are the main sets in pensation strategies. Metacognitive strategies enable learners to control their cognition in order to coordinating the learning process through manipulating centering, arranging, planning, and evaluating. Affective strategies help to regulate emotions, attitudes and motivations. The use of affective strategies enables learners to adjust themselves and manage their emotions and attitudes. Moreover, it also can maintain the best psychical condition of learning. Affective strategies include lowering anxiety and encouraging. Social strategies can help students learn through the munication with others, including asking questions and cooperating with others. Each strategy type was further represented by three subtypes were then represented by a number of individual strategies. Oxford’s taxonomy is interesting for a few reasons. It is the first to explicitly indicated directionality in term of impact on language learning and to provide a hierarchical anization of strategies into levels, making it more than just a list. Second, this taxonomy is extremely prehensive and again intuitively appealing. Finally, Oxford’s taxonomy is unique in that it made no distinction between strategies that were invoked in both language and language use. The Relationship between Strategy Use and Learning Proficiency So far there are series of studies, which have sought to investigate the relation of students’ learning strategies use to their individual learning achievement. There are two kinds of correlational studies: the relation between frequency of strategy use and language proficiency, and the relation between specific strategies and L2 proficiency. An abundance of research has been conducted to find out whether the frequency of strategy use influences language proficiency, but no consistent picture has emerged so far. In the studies conducted in a variety of geographical and cultural settings, “students who were better in their language performance generally reported higher levels of overall strategy use and frequent use of a greater number of strategy categories” (Green and Oxford, 1995). A recent study by Wharton (2020) further supports the finding of the studies. Using the SILL, Wharton examined the selfreported learning strategy use of 678 university students learning Japanese and French as foreign language in Singapore. The result showed the learners with higher language proficiency use more learning strategies than the others. Another area is the link between choice of strategies and learning achievement. Politzer and McGroarty(1985), for example, looked at the relationship between a range of “good learning behaviors” measured using questionnaires, and gain scores on an intense course. They reported mixed results: while the gain scores did not relate to their categories of strategies use as a whole, there were certain individual items which showed significant associations with certain of their proficiency measures. Wen Qiufang (1996) investigated 242 English majors from five universities in East China by questionnaires and found that the learning strategies they used are correlated with their English Band4 achievements. Besides, Wu Yi’an, Liu Runqing et, all from Beijing Foreign Studies University (1993) had the general investigation into the quality of Chinese English majors. They examined language learning strategy use of secondyear English majors in China through the questionnaires. Date analysis revealed that four kinds of strategies, . monitoring strategies, from practice strategies, function practice strategies and memory strategies had some effects on learning achievements. 3 The Investigation on Commonly Used Learning Strategies among English Majors in CUAS To date, there are many researches on the necessity of using learning strategies by the student of middle school or nonEnglish majors in universities in China. However, few of the research were focus on the English majors. Do the English majors have a better implement of learning strategies than the others? In other words, is it necessary to train the English major in the use of learning strategies? The following investigation was designed to show the answer. The main objective of this investigation is to find out how English majors in CUAS employ learning strategies in learning English language. Subject The participants in this study were supposed to be 80 English majors in the Foreign Language Department of NNY. They are above the secondyear from 8 different classes. 5 male and 5 female students were chosen in each class as the participants. Less than half of them passed TEM4 (Test for English Majors Band4) or CET6 (College English Test Band6).。