The Effects Of Strategy Use On Learner Performance For Art And PE Majors

In recent years, the research focus on second language learning has been shifted fromexploring how to teach effectively to how to learn effectively. Language learning strategies(LLS), chief factors that influence foreign language proficiency, have received anincreasing attention at home and abroad. However, many of them have focused on theEnglish majors and science students. Till now, few studies have been conducted to thecomparative study of art majors and PE (Physical Education) majors. Therefore, thepresent study aims at exploring LLS adopted by art majors and PE majors and thedifferences of their LLS use.Three research questions have been designed:(1) What are the effects of strategy useon learner performance for art majors?(2) What are the effects of strategy use on learnerperformance for PE majors?(3) What are the differences between art majors and PE majors asregards strategy use? A5-point likert-scale questionnaire is used in the research to deal withthe above research questions.The major findings are as follows:(1) Art majors use compensation strategies themost frequently, followed by memory strategies, metacognitive strategies, cognitivestrategies, social and affective strategies. Memory strategies and metacognitive strategiesare greatly relevant to learner performance of art majors.(2) PE majors use compensationstrategies the most frequently, followed by cognitive strategies, memory strategies, socialstrategies, metacognitive strategies and affective strategies. Compensation strategies,cognitive strategies and memory strategies are greatly relevant to learner performance ofPE majors.(3) The two majors employ compensation strategies the most while they usesocial and affective strategies the least. Yet there is an obvious difference of frequencybetween them in the use of memory strategies, compensation strategies and metacognitivestrategies.