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Learning strategy as a concept appeared as early as 1950s, but there are manydefinitions of learning strategy concept, so far there is no recognized definition. Hereare a few representative definitions :

Stern (1983): Learning strategies are a general feature, at the same time, it isalso a general trend. It is adopted by language learners. However, learning skills arethe specific learning behavior that students can observe. Weinstein and Mayer (1986):Learning strategies are a behavior or thought. Learners can use them to promote theprocess of information processing. Chamot (1987): Learning strategies are skills,path, or other conscious behavior. Learners adopted them to optimize the learningprocess, learners also can strengthen the memory of language and informationknowledge. Rubin (1987)：Learning strategy is a strategy that learners construct andact directly on the learning process. It can promote learners' language system to agood direction. Oxford (1989)：Language learning strategies are behaviors or actions,learners take them to make language learning more purposeful,successful andenjoyable. Rod Ellis (1994): Strategy is composed of behavioral and psychologicalactivities, they are related to a stage in language use process and the whole languagesystem. Wen (2003:191): Learning strategies are some actions taken for learners inorder to learn effectively. The definition has two points: firstly, improving learningefficiency is the purpose of using strategies. Secondly, the learner's action is theessence of the strategy, it can be an external action or an internal psychologicalactivity. English Curriculum Standards defines 'learning strategies' as 'variousactions and steps, they are taken by students to learn and develop more effectively '.

2.2 Theoretical Basis

This paper has two theoretical bases, they are second language acquisition andcognitive psychology.

2.2.1 Second language acquisition

It provides a good theoretical basis for second language learning and teaching,it is second language acquisition theory. The theory holds that second languagelearners can creatively construct their own unique 'interlanguage '(inter-language) （Selinker ,1972) . At any time in second language learning, learners in their mindshave an incomplete picture of language structure, a set of hypotheses about languagestructure. By contacting the second language, it can be easily deposited in thelanguage structure of long-term memory. On this basis, Tarone (1983) put forwardthe term 'linguistic competence continuum '(Continuum of Competence): anygrammatical form in the transitional language may be used at any point on thecontinuum. Most learners can use the rules learned at different points in continuum,but their accuracy is different. Because of the different environment of language use,second language learners are different from children's acquisition from their mothertongue, and they are difficult to achieve their own accuracy and appropriateness. Thelearner is always in a position of the transitional continuum. Moreover, the secondlanguage input uses the teacher-style language, most of them learn the language inthe classroom environment, the communication between the teacher and the l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。