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higher vocational college students，and differences betweensuccessful and less successful English learners.As has been proved by previous research that the employment of language learningstrategy would facilitate language learning，it is "necessary to discover more about whatlearners do to leam successfully in order to effect change in perceptions of the learner'srole during the learning process,，(Larsen-Freeman 2001).That is the right premise onwhich the present study is based.

1.2 Significance of the Study
The present study aims to investigate the application of language learning strategy byhigher vocational college non-English majors and their English teachers in ShandongInternational Institute of Translation. With SILL (the Strategy Inventory for LanguageLearning) (Oxford 1990) as its instrument, the study aimed at making a thorough inquiryabout the general frequency of language learning strategy use of higher vocational collegenon-English majors of different grades and proficiency; the comparison between teachersand students regarding the choice and application of language learning strategy; thecorrelation between LLS use and English achievement among students; in the hope of theresults of the present study can offer some valuable implications both in teaching and learning.The important role that language learning strategy has played in facilitating Englishlearning has got the attention of worldwide researchers. Language learning strategies canhelp learners to develop their target language. Lessard-Clouston (1997) indicates thatlanguage learning strategies contribute to the development of the language learning of thestudents. Oxford (1990) elaborates that language learning strategies are especiallyimportant because they are tools for active, self-directed involvement, which is essentialfor developing communicative competence. Appropriate language learning strategies canhelp learners improve language proficiency and set up their self-confidence.

Chapter Two literature review

During these years, considerable achievements concerning about language learningstrategies have been made, however, as for some basic questions, such as the definition andthe classification of language learning strategies, no consensus have been reached. Asimple literature review on the definition and different classification system of languagelearning strategies as well as the relevant studies about language learning strategies abroadand at home will be presented in the following part.

2.1 Definitions of Language Learning Strategies
O'Malley & Chamot (1990) indicated that “in second language acquisition (SLA)there had been no consensus on the definition of strategies，’ (P. 114). The concept oflearning strategies is still a somewhat fuzzy one and not easy to tie down (Ellis, 1994). Thedefinition of learning strategies has developed since it was introduced by Rubin (1975).Since then，the term of learning strategies has been defined by many researchers.
Bialystok (1978) defined learning strategies as “optional methods for exploitingavailable information to increase the proficiency of L2 learning" (P.76). Faerch & Casper(1983) clarified that the learning strategy is “an attempt to develop linguistic andsociolinguistic competence in the target language” (R67). Bialystok (1983) indicated thatlearning strategies are “activities in which the learner may en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。