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In fact, the definition of learning strategy is still an unsolved issue in this researcharea. There is no agreement on whether strategies are behavioral or mental, whether theyare conscious or unconscious, whether they have direct impact on language learning orindirect impact on language learning. Different researchers emphasized different aspects.Comparatively to say, Rod Ellis' (1994) approach is better. Instead of giving the term thedefinition, Ellis (1994:528) lists the main characteristics the term has when they are used inL2 acquisition studies:

Chapter Two Research Design

2.1 Outline of Research Design
This study intends to find out the impact of the training of such strategies as RehearsalStrategies and Guessing Strategies on non-English majors' vocabulary learning outcome.There will also be a comparison of the impact between these strategies. Besides，ananalysis will be made about the correlation between other variables such as metacognitivestrategies and the impact of the training. All the concerned subjects and variables arealmost the same in these items.

2.2 Theoretical Framework of Research Design
The whole research is based on cognitive learning theory advanced by Anderson(1983, 1985 cited from O'Malley and Chamot 1990), especially，research-basedassumptions about learning claimed by Jones et al. (1987 cited from O'Malley and Chamot1990). These assumptions guide every aspect of planning and implementing instruction.According to cognitive learning theory，language is a complex cognitive skill, andlanguage proficiency can be best described as procedural knowledge (though constantlyfed by declarative knowledge). Besides，the use of learning strategies is also a part ofprocedural knowledge. Therefore, the focus of the whole research is on the acquisition anduse of procedural skills that facilitate academic language and content learning. Specificallyto say, the research is designed to begin at the point, where the focus is almost completelyon the acquisition of procedural skills, or how to use the language. Therefore, attentionalprocesses are concentrated on learning to understand and communicate in the newlanguage, and limited attention is free for acquiring new nonlinguistic declarativeknowledge. As students gradually become more proficient in the language, someattentional processes become available to focus on new declarative knowledge, whether ofa general nature or specifically related to content areas of the curriculum. In the case ofvocabulary learning, major attention is focused on enlarging vocabulary and grasping of learning strategies. With students learning more and more words, some attention shift todeclarative knowledge.
In discussing language comprehension and production, Anderson (1985 cited fromO'Malley and Chainot 1990) identifies three recursive phases for each type of process. Forinstance, language comprehension includes perceptual processing, parsing, and utilizationwhile language production involves construction, transformation and execution. Thesetheories and processes form the basis of all the comprehension and production activities inthe research.In sum, the major aspects of cognitive learning theory form the framework for thewhole research.

Chapter Three Findings and Discussion.......... 35-51
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