【文章內(nèi)容簡介】 f learning strategy of 678 university students learning English and German as foreign language in Brunei. The result showed the students who are have higher language proficiency general use more learning strategies than others. Another area is the relationship between students’ choice of strategies and their learning achievements. For example, Politzer and Mcroarty, in 1985, studied the relationship between a series of “good learning behaviors” with the using of questionnaires, and gained scores on a specified course. They got mixed results: as a whole the gain scores did not relate to their categories of strategies using, there were some individual items which showed important associations with their proficiency measures.Wen Qiufang investigated 300 English majors from six collages in south China by questionnaires in 1996, he found that the learning strategies that students used are closely related to their English Band4 achievements. Moreover, two specialists, Wu Yi’an, Liu Runqing who are both from Beijing Foreign Studies University, had a general investigation about the quality of English majors in 1993. They examined the condition of the using of strategy in language learning of secondyear English majors in China by using the questionnaires. Date analysis showed that four kinds of strategies that were frequently used, . monitoring strategies, practicing strategies, memory strategies and function practice strategies were have some effects on learning achievements.3 The Investigation on Commonly Used Learning Strategies among English Majors in NNYTill now, there are lots of researches on the necessity of using learning strategies. But most of the researches were studied the students of middle school or nonEnglish majors in universities in China, few of the researches were indeed focus on the English majors. We may ask: do English majors have better use of learning strategies? In other words, is it necessary to train the English majors’ using 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 NNY 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. Less than half of them passed TEM4 (Test for English Majors Band4) or CET6 (College English Test Band6). The reasons were as follows: First, the freshmen have just entered the collage and they might not have formed their own learning approaches and strategies. But after two years of study in their collage the students have already adopted themselves to the study and might obtained their own learning strategies. Second, they must have many problems in their language learning, and they are more easily influenced by their previous learning methods. According to these two aspects, we choose the students above the secondyear for this investigation. Instrument This study investigated the general level of the learning strategies with the SILL (which was also mentioned above). In the SILL there are 50 items. The structure of the SILL is based on Oxford’s classification system, which we have listed in the previous paragraphs. According to the system, the questionnaire contains six parts: Part A (memory strategies, items 19): about how students remember language。 Part B (cognitive strategies, items 1023): relating to how students think about their learning。 Part C ( pensation strategies, items 2429): enable students to integrate knowledge what they have learned。 Part D (metacognitive strategies, items 3038): enable learners to control their cognition。 Part E (affective strategies, items 3944): relating to what’s students’ feeling。 Part F (social strategies, items 4550): involve learning by interactwith others. For each item, there is a fivepoint scale ranging from 1 to 5. 1 equals to “never or almost never true of me”, 2 equals to “usually not true of me”, 3 equals to “sometimes true of me”, 4 equals to “usually true of me”, and 5 equals to “always or almost always true of me”. And students can choose one from 15 to report their degree for each item. In order to let the participants to understand clearly, the writer used Chinese version of the SILL. Data Collection The present writer and his friends dispensed 80 questionnaires to the participants. The students were given fifteen minutes to finish the questionnaire in classroom. All subjects got uniform instructions to fill in the SILL in order to reduce confusion. The participants were not need for to report their own specific strategies. We gave the subjects a list of strategies and asked them to report to make choice of each item. And we were able to get mean scores of each item in the questionnaire through the investigation. Based on the mean scores, we could to analyze the characteristics of them. It is not difficult for the instruction and monitor of the investigation because the number of participants was small in each class. And most of the participants answered the questionnaires seriously. Then the writer and his friends took the answer sheets back. Due to various reasons there were 77 questionnaires, which were collected. However, the number of the questionnaires was enough to be calculated. The data collection in the study was conducted mainly through the questionnaire. For each item in the questionnaire, it is a fivepoint scale. The raw data were processed to obtain the mean score of each item. Each item was converted into threefrequency scale: low, medium and high (See Table )Table : Frequency ScaleMean ScoreEvaluationMean ScoreFrequencyAlways or almost always usedHighUsually or often usedMediumSometimes usedGenerally not usedLow