A Study Of The English Learning Strategies In The Intensive Learning Program

Researches on language learning strategies in China and abroad show that the use oflanguage learning strategies implies enhancement of foreign language learning and alsocontributes to the development of learning competence and learner autonomy. The findingsalso indicate that a number of factors are responsible for the effective use of learningstrategies, including individual learner differences and social factors.This study attempts to investigate the use of learning strategies in an intensive learningprogram. It consists of two studies. Study 1 compares and discusses the use of strategies bythe intensive program students and that by the regular program students, and the students'achievements in these two compared groups. Study 2 investigates the effect of strategytraining in the intensive program and makes a comparison of the students'achievementsbetween the strategy-instructed students and the non-strategy-instructed students.Four classes, all together 105 undergraduates from Beijing Forestry Universityparticipated in the research. One class of the four were from the regular program; three classeswere from the intensive program,but one of which were trained on learning strategies. TheStrategy Inventory for Language Learning (SILL) by Oxford and two proficiency tests are theprimary instruments. With the help of SPSS version 11.0, the analysis of the data was made.The findings of this study are as follows: 1) there is no significant difference in thestrategy use in the intensive program and that in the regular program. 2) There is a strong linkbetween intensive language learning and language achievement. 3) Strategy training canmanifest positive effects on strategy use, and the intensive program students mainly deploydirect strategies for learning. 4) Strategy training affects learner's choice of learning strategiesin quantity and type, which leads to different learning outcome in degree and level ofachievement.