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Chapter 1 Introduction

1.1 Research Background
Since the early 1970s, the emphasis in L2 teaching and learning research hasshifted from how to teach to how to learn. Instead of seeking for the most satisfiedteaching method, more and more researchers have conducted studies on the learners. AsChen Xiaotang(2002:17) assumes, given effective learning strategies, ineffectivelearners could be in a better position to solve their problems in language learning, whichto a certain extent can explain why some learners succeed in learning English whileothers fail. Therefore, LLS which plays a significant role in the process of languagelearning deserves further study.The development in studies on LLS has thirty years’ history as the beginning ofresearches on learning strategies was marked by J. Ruin’s essay “What ‘the GoodLanguage Learner’ Can Teach Us” on TESOL Quarterly in 1975. Since then, LLS hasbeen explored from various perspectives: defining and categorizing learning strategy;determining the strategies employed by good language learners and comparing bothsuccessful and unsuccessful ones; studying the relation between strategy use andlanguage proficiency; surveying the strategic performance in different language skillareas; finding factors affecting the choice of learning strategy by the students; looking attraining of learning strategy(Rao Zhenhui, 2007:9).
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1.2 Objectives of the Research
By conducting this research, the writer hopes to achieve the following objectives:Firstly, to describe the characteristics of LLS used by non-English majorundergraduate students.Secondly, to explore how LLS uses influence English performance. Morespecifically, to discover the relationships between LLS use and English achievement bydetailedly exploring into the total scores and the sub-scores in CET4, namely, the scoresof reading comprehension, listening comprehension, cloze, translation and writing.Thirdly, to provide empirical evidences of individual differences in LLS use bycomparing high achievers and low achievers in CET4.Last but not the least, the writer hopes the research findings could bring abouttheoretical and practical significances. Theoretically, in respect that researches on thecorrelation between LLS and CET4 achievement are few and most of the researcheschiefly focus on the analysis of the total scores instead of the sub-CET4 scores.Therefore, it is a significant attempt to bridge the gap of the previous studies on LLSand provide valuable academic implication for further study.Practically, the writer hopes the findings could provide meaningful information oncollege English teaching and learning. Specifically, for teachers, the significance lies inhelping them well recognize the different requirements of LLS at different aspects ofEnglish learning thus to modify their teaching methods, give individualized LLSinstruction to promote the quality of teaching. For non-English majors, the study couldraise their consciousness of strategy use, learn to use suitable strategies for differenttypes of learning tasks and try to employ LLS in an appropriate and efficient wayaccording to their own learning situations in order to promote the learning efficiency,release learning burden and achieve the all-around improvement.
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Chapter 2 Literature Review and Theoretical Foundation

2.1 Related Studies on LLS and English Achievem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。