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).  A  body  of  other  studies have  also  revealed  that  LLSU  is  related  to  different  variables,  such  as  language proficiency  (Mullins,  1992;  Bedell  &  Oxford,  1996;  Dreyer  &  Oxford,  1996), language  learning  styles  (Ehrman  &  Oxford,  1989;  Oxford  &  Cohen,  2004),  gender (Tran,  1988;  Ehrman  &  Oxford,  1989;  Oxford  &  Nyikos,  1989;  Green  &  Oxford, 1995; Wharton, 2000; Gu, 2002; Tercanliogu, 2004), age (Harley, 1986; Bellingham, 2000),  motivation  (Oxford  &  Nyikos,  1989),  attitudes  and  beliefs  (Wenden,  1987; Oxford et al., 1990; Wen, 1996). 
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1.2 Objectives of the study
This study aims to identify the frequency and the preferences of direct language learning  strategy  use  and  to  determine  the  relationship  between  direct  language learning  strategy  use  and  reading  proficiency  among  Chinese  university  students  in the  Chinese  learning  environment  based  on  Oxford’s  (1990)  classification  of  LLSs. Furthermore, this study tries to discover whether there exist any differences on direct learning  strategy  (memory,  cognitive  and  compensation  strategies)  use  across different reading proficiency levels of these university students. To be more specific, the research objectives include: 1. Determine the frequencies and the preferences of the overall direct language learning strategies and the three direct language learning strategies: memory, cognitive and compensation strategies among University English majors; 2.  Establish  whether  students’  reading  proficiency  levels  relate  to  direct language learning strategy use; 3.  Identify  whether  there  is  a  significant  difference  in  the  frequency  of  direct strategy  use  between  high-level  and  low-level  reading  proficiency  groups and establish the most and least used strategy categories of the two groups. 
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CHAPTER II LITERATURE REVIEW 

This chapter will review the literature associated with the main areas of interest in  this  study.  During  the  last  decades,  considerable  achievement  (Rubin,  1987; O’Malley & Chamot, 1990; Oxford, 1990; Ellis, 1994) on language learning strategies has been made, but still no agreement has been reached among different linguists and researchers (Rubin, 1987; O’Malley & Chamot, 1990; Oxford, 1990; Ellis, 1994; Wen, 1996;  Cohen,  2000),  especially  on  the  definitions  and  classifications  of  learning strategies. In this chapter, various definitions and classifications of learning strategies proposed by different researchers will be presented in the first two sections here. Then the nature of reading is d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。