【導(dǎo)讀】因為學(xué)習(xí)策略能系統(tǒng)性的指導(dǎo)學(xué)習(xí)，所以對學(xué)習(xí)策略的研究在教育學(xué)中起著重要作。本研究采用學(xué)習(xí)策略量表對重慶文理學(xué)院外國語系英語專業(yè)大二以上的學(xué)。生學(xué)習(xí)策略水平進(jìn)行了初步的調(diào)查與探討。在了解一些零碎的學(xué)習(xí)方法的水平上，對學(xué)習(xí)策略的運用也具有很強的偶然性。和培養(yǎng)的探究來提出改進(jìn)建議。

　　

【正文】 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 瞿進(jìn) Learning Strategies among English Majors in CUAS 10 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 CUAS 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 strategies used by the English majors. And it may offer some help to the training of learning strategies to the English majors. 重慶文理學(xué)院英語專業(yè)學(xué)士學(xué)位論文 Bibliography 11 Bibliography [1] Chamot, . (1987). The Learning Strategies of ESL Students. Englewood cliffs, NJ: Prentice Hall. [2] Cohen, . (1998). Strategies in Learning and Using a Second Language. London: Addison Longman Limited. [3] Green, J., amp。 Oxford, . (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL, 29, 261297. [4] Oxford, . (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle amp。 Heinle. [5] Politzer amp。 McGroarty. (1985). An Exploratory Study of Learning Behaviors and Their Relationship to Gains in Linguistic and Communicative Competence. TESOL , 19, 103123. [6] Rod Ellis. (1994). The Study of Second Language Acquisition. Oxford, .: Oxford University Press. [7] Rubin amp。 Wenden. (1987). Learner Strategies for Second Language Acquisition. Englewood Cliffs, NJ: Prentice Hall. [8] Stern. (1983). Fundamental Concepts of Language Teaching. Oxford, .: Oxford University Press. [9] Wharton, G. (20xx). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203243. [10] 劉電芝 , 20xx, 《 學(xué)習(xí)策略研究 》 [M], 北京：人民教育出版社。 [11] 蒯超英 , 1999, 《 學(xué)習(xí)策略 》 [M], 武漢：湖北教育出版社。 [12] 陶保平 黃河清 , 20xx,《 教育調(diào)查 》 [M], 上海：華東師范大學(xué)出版社。 [13] 文秋芳 王海嘯 , 1996. 學(xué)習(xí)者因素與大學(xué)英語四級考試成績的關(guān)系 [J], 《 外語教學(xué)與研究 》第 4 期 , 3339 頁。 [14] 吳一安 劉潤清 , 1993， 中國英語本科生素質(zhì)調(diào)查報告 [J],《 外語教學(xué)與研究 》 第 1期 , 3646 頁。 [15] 張大均 , 20xx,《 教育心理學(xué) 》 [M], 北京：人民教育出版社。 重慶文理學(xué)院英語專業(yè)學(xué)士學(xué)位論文 Acknowledgements 12 Acknowledgements The present paper is the result of my tutor Xu Fei’s enthusiastic instruction and the warmhearted help given by many other teachers and friends. I am sincerely indebted to Xu Fei, my supervisor, for her insightful instructions and detailed ments and suggestions on this dissertation. She has assisted considerably in sharpening and strengthening the focus and in pointing out errors and inaccuracies. And I will thank my parents especially for their precious love to me, which has always been supporting me. Responsibility for the final version is, of course, mine alone. 重慶文理學(xué)院英語專業(yè)學(xué)士學(xué)位論文 Appendix 13 Appendix 語言學(xué)習(xí)策略量表 非常感謝您能抽出一點寶貴的時間來進(jìn)行這次調(diào)查，請按照自己平時的學(xué)習(xí)情況對照下表如實填寫。 請依題號選擇： 1從未 ： 從來沒有 使用過這項策略 2偶爾 ：使用這項策略的 幾率很小，少于 40%（ 10次中用到的幾率只有 2， 3次） 3普通 ：使用這項策略的幾率 約有一半，介于 40%60% 4經(jīng)常 ：常常使用這項策略， 介于 60%80% 5總是 ： 幾