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Chapter One literature review

1.1 Introduction
With this shift in focus, there is also a shift in the responsibilities of both teachers andstudents in the foreign language classroom. The teacher no longer controls every aspect ofthe learning process. Instead, the learners themselves now are assuming moreresponsibilities for successful language learning. By giving the students moreresponsibilities for their own language learning, language programs are inviting thelearners to become more autonomous, to diagnose some of their own learning strengthsand weaknesses, and to self-direct the process of language development. That is to say，learners are encouraged to focus more on how to leam and how to use a foreign language.Given these changes，should language learners be left to their own devices or should theyreceive some form of training in how to leam a foreign language? Just as language teachersare puzzled, major findings in the research on language learning strategies provide thesolution.

随着这种转变的焦点，也有一个转变在外语课堂教师和学生双方的责任。老师不再控制每一个环节的学习过程。相反，学习者自己现在是成功的语言学习承担更多的责任。通过给学生更多的责任，为自己的语言学习，语言节目邀请学习者变得更加自主，诊断一些自己学习的长处和短处，以及语言发展的过程中，直接。也就是说，学习者鼓励更多的精力放在如何学习和如何使用一种外国文字。鉴于这些变化，语言学习者应该留给自己的设备，或者他们应该接受某种形式的培训，如何学好一门外语？正如语文教师感到困惑，主要对语言学习策略的研究结果提供了解决方案。

Most early learning strategy research in foreign language learning concentrated on theidentification, description, and classification of learning strategies used by L2 learners.One of the principal concerns in this research area was the description of strategies used bymore successful versus less successful learners (Rubin 1975; Reiss 1985; Abraham andVann 1987; Gillette 1987; Lennon 1989; Wen 1995 cited from Cohen 1998).When strategies used by more effective language learners were identified and the strategyuse of effective and less effective learners was compared, the question arose whether less effective learners can leam to use strategies to assist their learning. And，if so，whatstrategies can and should be taught, and what instructional approach can be adopted toteach strategies selected? In order to find the answers to these questions, many researchersdesigned their researches on strategy training (Cohen 1998; Ellis 1994; O'Malley andChamot 1990; Oxford 1990).Although not all the studies came to the same conclusions，major findings from thesestudies show that strategy training can enhance students' efforts to reach language programgoals because it encourages students to find their own pathways to success, and thus itpromotes learner autonomy and self-direction.Strategy training can take many forms，"such as general study-skills training，awarenesstraining both through lectures and through workshops, peer tutoring, the insertion ofstrategy discussions directly into the textbooks, videotaped mini-courses, andstrategies-based instructions (Cohen 1998:74)."Now strategy training is practiced in many locations around the world both inprograms with ample and with limited resources and in programs that cater to learners atall levels of the curriculum. It is practiced in a variety of formats with different degrees ofintegration into the regular curriculum (see Oxford and Leaver 1996). However，in China,it is still in its infancy.In the following literature review, more information will be obtained about learningstrategies, and especially about the strategy training.

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