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roup subjects, especially for minority junior middle students, and itcan also help to explain the differences of individual learners. The major findings of thisresearch have Reference value for the further study.
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2. Literature Review

2.1 The Definition of Learning Strategies
Learning strategy as a complete concept proposed by Bruner in 1956. In the past threedecades, successful achievements have been made by the researchers and scholars in thelanguage learning strategies research field. However, there is no consensus on the definitionof the term ‘strategy’ nor agreement on classifications of the identified strategies (WenQiufang, 2004: 33). The differences existing in all the definitions are as followings.Stern (1983) argues that we believe that strategy is the best way to retain the generaltrends and general characteristics of the methods employed by language learners, so thattechnical terms refer to specific forms of observable learning behavior.Weinstein and Mayer (1986) stated that learning strategies are the thoughts and behaviorsthat a learner work on during learning that are wanted to influence the learner’s encodingprocess.Rubin (1987) believes that learning strategies are strategies which contribute to thedevelopment of the language system which the learner constructs and affect learning directly.O’Malley and Chamot (1990: 1) point out that learning strategies are approaches,techniques or deliberate actions that students use in order to facilitate the learning, recall ofboth linguistic and content area information.Oxford (1990: 8) said language learning strategies refer to behaviors or actions whichlearners use to make language learning more successful, self directed and enjoyable.Cohen (1998: 3) though that learning strategies refer to learning processes which areconsciously chose by the learner. The factor of choice is important here because this is whatgives a strategy its special character. These are also moves which the learner is at leastpartially aware of, even though full attention is not being given to them.
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2.2 Relevant Theory
Since1980s, the study of learning strategy is no longer based on experience, but guidedby various language learning theories, such as Anderson’s (1983) cognitive learning theoryand Krashen’s (1981, 1982) Monitor Model.Krashen proposed the Monitor Model in the 1970s. This theory distinguishes languageacquisition and language learning in the development and application of two language andforeign language in the process, at the same time, the theoretical models combine with theinput and output, expounds the relationship between them. At the beginning of 1980s,Krashen proposed comprehensible input this concept. In 1985, Krashen put forward fivehypotheses, which enrich the language monitoring theory, systematically explains thelinguistic control theory.Krashen believes that the human brain has two independent language system, amonitoring system is conscious, the other is a subconscious system. The two systems can beactivated in the use of language. The theory holds that there are two different ways to acquirea second language: first, learners focus their attention on the formal features of the targetlanguage, that is, consciously learning. Second. Learners use subconscious processes. In thiscase, learners use the target language for communication. Just as children acquire firstlanguage, they pay attention to meani