【導(dǎo)讀】論和實(shí)踐的反思，其結(jié)果是：從研究“怎么教”轉(zhuǎn)移到“怎么學(xué)”，教學(xué)研究領(lǐng)域所關(guān)注的熱點(diǎn)。段的心理和行為活動(dòng)。習(xí)策略的研究在教育學(xué)中起著重要作用。習(xí)策略水平進(jìn)行了初步的調(diào)查與探討。上，對(duì)學(xué)習(xí)策略的運(yùn)用也具有很強(qiáng)的偶然性。學(xué)和培養(yǎng)的探究來(lái)提出改進(jìn)建議。

　　

【正文】 e students sometimes used 7 memory strategies (item 1, 2, 3, 5, 6, 8 and 9). In Part B (item 10 to 23), the mean score of each item ranged from to . 2 of the 14 items were below 。 11 of the 14 items were between to 。 1 of the 14 items was above . That is to say, 11 cognitive strategies (item 11, 12, 13, 14, 15, 16, 18, 19, 20, 21 and 22) were sometimes used and one cognitive strategy (item 10) was usually used. In Part C (item 24 to 29), the mean score of each item ranged from to . 1 of the 6 items was below 。 4 of the 6 items were between to 。 1 of the 6 items was above . In other words, 4 pensation strategies (items 24, 25, 27 and 28) were sometimes used and one pensation strategy (item 29) was usually used. In Part D (item 30 to 38), the mean score of each item ranged from to . All the 9 items were between to . Namely, all the 9 metacognitive strategies were sometimes used. In Part E (item 39 to 44), the mean score of each item ranged from to . 2 of the 6 items were below , and the other 4 items were between to . In other words, 4 affective strategies (item 39, 40, 41, 42 and 44) were sometimes used. In Part F (item 45 to 50), the mean score of each ranged from to . 1 of the 6 items was below 。 3 of them were between to 。 2 of them were above . Namely, 3 social strategies (item 47, 48 and 49) were some times used and 2 social strategies (item 45 and 50) were usually used. Above all, we can see the monly used learning strategies of English major students, and the students believe they were using learning strategies, but they may not have understood the whole process of language learning and the role of learning strategies in the learning process. And the students had a strong desire to learning English well, but they lack systematic knowledge about learning strategies. And it was found that: First, the general strategy levels of the English majors need to be improved. Second, their knowledge about learning strategies is not systematic, which is just some isolated learning methods. Third, there is a contingency in their use of learning strategies. The statistics show that the level of learning strategies performed by the English major is not as high as it was supposed to be. Therefore it is crucial that the language teachers should take some measures to change this situation and help students in an effective way. 4 Suggestions to Train Students’ Learning Strategies The ultimate goal of research of language learning strategies is to provide a basis for strategy training so that language learners can bee more independent and autonomous learners. One reason for strategy training is to explicitly teach students how, when, what and why strategies can be used to facilitate their efforts at learning and using a foreign language. By teaching students how to develop their own individualized strategy system, strategy training is intended to help students explore ways that they can learn the target language more effectively as well as to encourage students to evaluate and selfdirect their learning. At first, the teacher should help learners recognize which strategies they usually use and then develop more strategies, so that they can select appropriate and effective strategies. Another reason of strategy training is to promote learners’ autonomy and selfdirection by allowing students to choose their own strategies. Learners should be able to monitoring and evaluate the relative effectiveness of their strategy use, and more fully develop their problemsolving skills, Strategy lies with the individual student. Oxford (1990) emphasizes that “the general goals of strategy training are to help make language more meaningful, to encourage a collaborative spirit between learner and teacher, to learn about options for language learning, and to learn and practice strategies that facilitate selfreliance.” It is necessary for teachers to offer strategy training for learners. And they should inform their learners fully as in the strategies, which are being taught, the value and purpose of employing these strategies, and the ways that they can transfer the strategies to other learning tasks. Teachers need to explicitly train learners how to select, monitor and evaluate the strategies that they use. Although researches have put forward a number of ways to carry out language learning strategy training the most effective way has to be discovered by classroom teacher himself. Here is the sevenstep approach proposed by Cohen (1998). 1) Determining the learners’ needs and the resources available for training 2) Making goals of strategy training clear 3) Cultivating learners’ strategy awareness 4) Identifying learners’ current learning strategies 5) Presenting learning strategy 6) Practicing learning strategy 7) Evaluate and revise the strategy training 5. Conclusion Through this paper, we have got a general view on the definition and the classification of learning strategies. And after the investigation, it was found that the level of learning strategies used by the English majors in NNY is generally not very high, so there is a great need to train or improve their learning strategies. Then we got some suggestions of the training of learning strategies. There are still some deficiencies in this investigation: First, the number of the participants was not large because of the limitation and economical factor。 second, the statistics may be not exactly accurate because they were manually puted by the present writer。 third, it was the first time for the present writer to study this issue so it was not very clear to some concepts which need further discussions. However, this study holds the value of reference in the degree. To some extent, it reflects the general situation of the learning