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1、AStudyonLanguageLearningStrategies姓名：高利桃学号：2010312429时间：2013年11月18日AStudyonLanguageLearningStrategies1.Introduction1.1AbriefintroductionEnglishhasbeentaughtasaforeignlanguageinChinasincethe1970s.WiththeopeningpolicyandthedevelopmentoftheeconomyinChina,manydifferenttheorie
2、saboutlanguageacquisitionandlearninghavebeenintroducedtoChinafromwesterncountries.TheycontributealottotheeducationinChina.Theteachersstudy,reflectandapplythemintheirteachings.Itmustbepointedoutthatlearningstrategieshavealsobeennoticed.Thelanguagelearningstrategiescanbefur
3、therdefinedasthespecificbehaviors,steps,andactionstakentoenhanceone’sownlearning,throughthestorage,retention,anduseofnewinformationaboutthetargetlanguage.Theyaretheconsciousthoughtsandbehaviorsusedbylearnerswiththeexplicitgoalofimprovingtheirknowledgeandunderstandingofata
4、rgetlanguage.Theyfacilitatelanguagelearningtasks,representgoal-directedbehaviors,andpersonalizethelanguagelearningprocess.Generallyspeaking,therearefourtypesofstrategies(Cohen,2006,p.15):cognitivestrategies,meta-cognitivestrategies,socialstrategies,affectivestrategies.Inf
5、act,learningstrategieshadexistedbeforetheywereformallynamedandclassified.Muchresearchonlearningstrategieshasbeendone.Oxford(1990)saysappropriatestrategieshelplearnerstodevelopthefourskillsuccessfullyandhavemoreeffectivelearningandresultinimprovingproficiencyandgreaterself
6、-confidence.Shealsomakesaclassificationonlearningstrategies.Itdemonstratesthatlearningstrategiesplayanimportantroleinlanguagelearning.1.2ObjectivesofthePaperThispaperwilldiscussthefrequencyofthestrategiesthelearnersuseintheirlanguagelearningandidentifythepatterns,similari
7、tiesanddifferencesthatemerge,aimingatfindingoutwhatstrategiesworkforthelearnersandwhatdonotintheirlanguagelearning,thenhowtheylearnEnglish.2.ParticipantsandmethodsInordertostudythelanguagestrategiesbetter,duringthepast8weeks,IobservedtwoEnglishstudents,thegoodoneandthebad
8、one，onhowtheyusethosestrategiesandhowoftentheydousethosestrategiesintheirlanguagelearning.Theyar
