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gies,  learning  styles  are changeable  that  can  be  developed  in  learners’  later  life,  and  many  researchers  and language teachers believe that they can be adjusted accordingly. 
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1.2 Purpose of the Study 
The  aim  of  the  thesis  is  to  study  the  relationship  between  learning  strategies, learning  style  and  oral  performance,  to  investigate  the  effectiveness  of  learning strategy-input  by  using  microgenetic  method,  and  to  discuss  the  learning  style differences  influencing  the  strategy  use.  The  study  is  to  be  conducted  based  on  an experimental research with the aim at solving the following problems: 1. Whether there are learning-style preferences in English learners (45 participants). 2. Whether the learning strategies-input contribute to the subjects’ oral production achievements in terms of fluency, accuracy and complexity.  3. Which of the learning strategies-input (cognitive or metacognitive strategies) is more effective in improving subjects’ oral production? 
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Chapter Two Literature Review      

This chapter mainly includes five parts. The first part is an overview of language learning  strategies,  including  different  definitions  and  classification  of  language learning  strategies  abroad  and  at  home.  The  second  part  presents  the  overview  of speaking  strategy  research  and  in  the  third  part,  the  language  learning  style  and  its relative studies is to be discussed. The fourth part is about the studies of microgenetic analysis and finally comes the advantages and limitations of the microgenetic method as the fifth part. 

2.1  Language Learning Strategies 
There  is  more  than  30-year  history  of  studying  language  learning  strategies. However,  the  definition  and  classification  of  language  learning  strategies  have  been one  of  the  most  important  contents  and  focuses  in  the  research  field  of  language learning  strategies.  In  terms  of  definition  and  classification  of  learning  strategies, researchers  have  not  yet  reached  consensus  about  appropriate  ways  of  defining language  learning  strategies.  Nevertheless,  most  scholars  have  their  own understanding  about  language  learning  strategies.  The  following  table  lists  nine typical definitions of language learning strategies concluded by different scholars (see Table  2.1).  What  is  worth  mentioning  is  that  the  former  five  definitions  are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。