英语论文网

gage for the purpose ofimproving target language competence” (p.101). Weinstein and Mayer (1986) expoundedthat learning strategies are the behaviors and thoughts that a learner puts to use in theprocess of learning that are meant to impose on the learner's encoding process. Rubin(1987) defined learning strategies are strategies which contribute to the development of thelanguage system and can affect learning directly. 0’ Malley & Chamot (1990) stated thatstrategies are the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. Oxford (1990) also indicated that learningstrategies are "specific actions taken by the learner to make learning easier, faster，moreenjoyable, more self-directed，more effective, and more transferable to new situations"(R8). According to Cohen (1991)，language learning strategies are “the conscious thoughtsand behaviors used by learners with the explicit goal of improving their knowledge andunderstanding of a target language" (Ellis, 1994).

Chapter Three Methodology.......... 32-36
    3.1 Research Questions......... 32
    3.2 Participants .........32-33
    3.3 Instruments......... 33-35
    3.4 Data Collection......... 35
    3.5 Data Analysis......... 35-36
Chapter Four Results and Discussion......... 36-63
    4.1 Students' Application of Language Learning Strategies......... 36-45
        4.1.1 Reported Frequency of LLS Use......... 36-41
        4.1.2 Development of LLS Use from G1 to G2.........41-45
    4.2 Relationship between LLS Use and English Proficiency .........45-51
    4.3 Teachers' Application of LLS......... 51-53
    4.4 Comparison and Correlation of LLS Used.........53-63
Chapter Five Conclusion .........63-70
    5.1 Major Findings .........63-64
    5.2 Pedagogical Implications......... 64-66
        5.2.1 Implications for EFL Learners......... 64-65
        5.2.2 Implications for EFL Teachers .........65-66
    5.3 Limitations of the Study .........66-68
5.4 Suggestions for Future Research .........68-70

Conclusion

Although the findings of this study provided some useful insights into the generaltendencies of LLS use of English learners and teachers and their associations at the respect,some questions, based on the unavoidable limitations, were revealed from this thesis whichmay throw some light on the directions of the future research.
Firstly, it is advisable that future research use a variety of methods such as thestructured interview, think-aloud, observations, dialogue journals, etc. other than mereself-report questionnaire to explore how language learners go about their learning. Besides,the present thesis only adopted quantitative research method bearing some naturalweaknesses, while the future research should combine the qualitative approach to carry outmore precise, in-depth surveys to give a clearer picture of LLS use by Chinese EFLlearners.
Secondly, the current investi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。