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ic; choose the topic example to analyze. Once in one of the class, the teacher taught students the subjective mood, and chose a short poem “If All Were One”(胡春洞，1999) to help them to master the subjective mood. The poem is: If All Were One If All the seas were one sea, What a great sea that would be! If all the trees were one tree, What a great tree that would be! If all the axes were one axe, What a great axe that would be! If all the men were one man, What a great man that would be! If the great man take the great axe, And cut down the great tree, And let it fall into the great sea, What a great splash that would be! This method not only arouses learner’s interest in English learning, but also cut down their loaf by memorizing mechanically; it also offers learners a new way to learn English autonomously. 2.4 Fostering learning strategies 2.4.1 Types of learning strategies Learning strategies are “the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information” (O’Malley and Chamot, 1990:1). According to Chamot (1987), learning strategies include three aspects: metacognitive straegies, cognitive strategies and social interaction strategies. However, Cohen (2000) thinks language learning strategies are the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. The language learning strategy repertoire includes cognitive strategies for memorizing and manipulating target language structures, metacognitive strategies for gauging their emotional reactions to learning and lower anxieties, and social strategies for enhancing learning, such as cooperating with other learners and seeking opportunities to interact with native speakers. If learners have a well-functioning repertoire, then these strategies will facilitate the language learning process by promoting successful and efficient completion of language learning tasks, as well as by allowing the learners to develop their own individualized approaches to learning. Learning strategies are influenced by motivation, attitudes, goal-setting, self-esteem and result-expectation. Considering these elements, learning strategies are facilitated in class by taking the following measures: 2.4.2 Forming the correct learner attitudes Wenden (1998:52) defines attitudes as learner motivation, valued beliefs, evaluation, what one believes is acceptable, or responses oriented towards approaching or avoiding. For her, two hold about their role in the learning process, and their capability as learners (ibid: 53). In a sense, attitudes are a form of metacognitive knowledge; therefore, these strategies suggested by Little (1998: 56-58) are used in the class: (1) Directed attention, when deciding in advance to concentrate on general aspects of a task; (2) Selective attention, paying attention to specific aspects of a task; (3) Self-monitoring, i.e., checking one’s performance as one speaks; (4) Self-evaluation, i.e., appraising one’s performance as on speaks; (5) Self-reinforcement, i.e., rewarding oneself f or success. Since learner autonomy emphasizes learner-centered, self- monitoring and self-evaluation, they are especially placed importance on in the experimental class. For instance, in daily life, the teacher could require that students should speak English as much as possible, and let them check their performance as they chat or make di