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ng rather than language form, that is to say,subconscious acquisition. Acquisition is the main process, learning is just a kind ofmonitoring and revision. The monitoring system is regarded as a conscious grammar. Themonitoring system has the function of editing and controlling.
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3. Research Methods.....20
3.1 Research Questions............20
3.2 Research Subjects......20
3.3 Research Instruments......... 21
3.3.1 Questionnaire........... 21
3.3.2 Interview......... 22
3.4 Research Procedure............22
4. Results and Discussion.......24
4.1 Specific Frequency of Han Students English Learning Strategy Use........25
4.2 Specific Frequency of Minkaomin Uyghur Students English .......26
4.3 Contrastive Analysis of English Learning Strategies Used .....28
Chapter 5 Conclusion....37
5.1 Major Findings..........37
5.2 Implications......37
5.3 Limitations and Suggestions For the Future Study.........39

4. Results and Discussion

In present chapter, the author will describe qualitative and quantitative results anddiscuss the results. Descriptive statistics were analyzed to see the general tendency of Englishlearning strategies employed by Han students and Minkaomin Uyghur Students, and thenANOVA test was adopted to compare the means of each Items and four categories of learningstrategies used by the Han students and Minkaomin Uyghur Students to find whether astatistical significance exists between the strategies applied by Han and Minkaomin UyghurStudents.Based on Oxford (1990: 148), strategies can be divided into three frequency levels: high(mean of 3.5 or higher), medium (mean of 2.5 to 3.4), and low (mean of 2.4 or lower). Themean score ranging from 1.0-2.4 is considered as low use frequency, which indicates thestrategies are never or almost not used in their learning; that ranging from 2.5 to 3.4 isconsidered as medium use frequency, which indicates the strategies are sometimes usedduring their learning process; that ranging from 3.5 to 5.0 refers to high use frequency, whichmeans the strategies are usually or always used in their English learning. The level offrequency are presented in Table 4-1.

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Conclusion

This chapter concludes three parts. First of all, all the findings of the present research areto be presented, followed by some suggestions for English teaching and learning in juniormiddle school. Finally, the limitations of the present research are to be discussed.The present research carries out a survey of English learning strategies of 100 GradeNine Han students and 100 Grade Nine Minkaomin Uyghur Students from Yining No.7 JuniorMiddle School. Cheng Xiaotang and Zheng Min’s Strategy Inventory for English Learningwas employed to investigate the pattern of English learning strategies use. Data were analyzedby SPSS software 17.0, and then got a further understanding of the issues in this study byinterviewing 4 Han students and 4 mimkaomin Uyghur students. Therefor, the conclusionscan be drawn as follows:1．Among the four categories of English learning strategies, Han students use affectivestrategies (M=3.76) most frequently, followed by cognitive strategies (M=3.45) andcommunicative strategies (M=3.24). The mean of meta-cognitive strategies is the lowest,which is 3.09.2．Among the four categories of English lear