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Chapter One Introduction

1.1 Background
Since the 1970s, the focus of language teaching research has gradually come into the field of study in language learners and the long-termed focus of research in teaching methods showed the tendency to decay. That is, the land scape of language teaching and learning changed from teacher- centered to learner- centered. Before this, the basic idea hidden behind the passion for teaching method research was that all language learners adopted the same way of learning, as long as a good teaching method could be found and accordingly, teachers taught under fixed steps and principles derived from this found method, learners could get success on their way of learning a language. Yet gradually people have found there was not asingle teaching method which was suitable for all learners (Oxford, 1993; Nunan, 1991), and learners tended to adopt different ways to learn language. What is true is that from Grammar-Translation Method, as time goes on, the limitation of teaching method becomes more and more obvious. The phenomenon of language learning was so much time-consumingand less effective makes researchers try to find another approach for the better learning of a language. Hence people started to pay attention to the influence that individual difference has casted on language learning. Individual difference includes learners’ age, gender, learningability, cognitive and learning styles, learning strategy and emotional factors ( e.g. motivation,anxiety) and so on. As an important part of individual difference, the role that learning strategy plays in language learning always attracts much attention of researchers.

1970年代以来,外语教学研究的焦点逐渐进入研究领域的语言学习者和16年专注研究教学方法显示倾向衰变。那是,土地柱身的语言教学和学习改变了学习者为中心的老师———集中。在此之前,基本的想法背后隐藏的热情,对教学方法的研究是所有语言学习者采用相同的学习方法,只要一个好的教学方法可以发现,因此,教师教在固定的步骤和原则源自这个发现方法,学习者可以获得成功的方式学习语言。然而渐渐地人发现没有单一的教学方法是适合所有的学员(牛津,1993;Nunan 1991),学习者往往采用不同的方法来学习语言。什么是真正的是,从由于方法,随着时间的推移,教学方法的局限性日益明显。语言学习的现象是如此费时和低效使得研究人员试图找到另一种方法更好的学习语言。因此人们开始注意个体差异的影响,对语言学习有缺陷。个体差异包括学习者的年龄、性别、学习能力、认知和学习风格、学习策略和情感因素(例如动机、焦虑)等等。作为一个重要的部分个体差异,角色扮演,学习策略在语言学习中总是吸引很多研究者的关注。

For second language (L2) or foreign language (FL) learners, learning strategy is asignificant tool in helping their language study. According to one’s learning styles or learningtasks, language learners choose certain kinds of strategies that fit their own characteristics inlearning. With these strategies in hand, one’s learning could become much more consciousand effective. “Learning strategies make learning easier, faster, more enjoyable, moreself-directed, more effective, and more transferable to new situations (Oxford, 1990, p.8).Since this thesis has focused on the strategy use of Chinese high school students, it isnecessary to look into English Curriculum Standards for Senior Middle Schools (2003) to examine what kinds of language learning strategies students are meant to master. In thisStandard, four groups of language learning strategies are listed: cognitive strategy, regulationstrategy, communicative strategy and resources strategy. Cognitive strategy is meant to helpstudents to improve one’s learning abilities; through regulation strategy, students learn toevaluate and regulate one’s studies; communication strategies help students to master moreefficient ways to converse and resources strategy are approaches students employ to getuseful information through varied channels.

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