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Generally, foreign researchers have devoted a lot to the LLS studies by lookinginto the relationship between LLS use and language achievement in one way or another.While some researchers have explored how “good language learners” use learningstrategies. They believe there is a certain set of learning strategies that greatly enhanceacquisition and aim to summarize the fixed pattern for good language learners. Othershave examined the correlations between strategy use and language proficiency withstatistical procedures to discover which strategies significantly correlate with learners’achievement. Thus in this part the foreign studies are to be reviewed from these twoperspectives.
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2.2 Theoretical Foundation

2.2.1 Definitions of Language Learning Strategies
There is a major concern in seeking for the appropriate ways of defining LLS. Upto now, several researchers have given various definitions from their own point of view.The most representative ones are offered respectively as follows.According to Stern(1983:37), “strategy is best reserved for general tendencies oroverall characteristics of the approach employed by the language learner, leavingtechniques as the term to refer to particular forms of observable learning behavior”.Wenstein and Mayer(1986, cited in Ellis, 1994:531) defines that “learningstrategies are the behaviors and thoughts that a learner engages in during learning thatare intended to influence the learner’s encoding process”.Wenden(1986:186) defines that learning strategies are “stepped or mentaloperations used in problem-solving that require direct analysis, transformation, orsyntheses of learning materials in order to store, retrieve, and use knowledge”.As Chamot (1987:101) states, “learning strategies are techniques, approaches ordeliberate actions that students take in order to facilitate the learning, recall of bothlinguistic and content area information”.In accordance with Rubin(1987:22), learning strategies refer to as “strategieswhich contribute to the development of the language system which the learnerconstructs and affect learning directly”.
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Chapter 3 Methodology ...... 26
3.1 Research Questions....... 26
3.2 Variables ...... 26
3.3 Subjects........ 26
3.4 Instruments ....... 27
3.4.1 Questionnaire....... 27
3.4.2 College English Test Band 4(CET4) Achievement.... 29
3.5 Data Collection and Data Analysis...... 30
3.5.1 Data Collection .... 30
3.5.2 Data Analysis....... 30
Chapter 4 Results and Discussion ........ 31
4.1 Characteristics of Subjects’ Strategy Use ....... 31
4.2 Differences in Strategy Use between High ......... 40
4.3 Correlation between Learning Strategies...... 41
Chapter 5 Conclusion..... 55
5.1 Summary of Major Findings ......... 55
5.2 Implications....... 56
5.2.1 Implications for English Teaching ..... 56
5.2.2 Implications for English Learning ..... 58
5.3 Limitations and Suggestions for Future Study..... 59

Chapter 4 Results and Discussion

To answer the three research questions presented in section 3.1, chapter four reportsthe results and make discussions on the findings in three aspects which arecharacteristics of subjects’ strategy use, differences between high achievers and lowachievers of CET4, as well as the 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。