A Correlation Study Of Learning Strategies, Learning Style, Foreign Language Learning Anxiety And English Achievement

Along with the rapid development of English teaching and research, more and more teachers and researchers realized that the traditional way of teaching, which was guided by behaviorist psychology and focused on "how to teach", no longer adequate. They also realized that the basic purpose of education was to make students independent, autonomous and effective learners, and to teach them how to learn. The study of learning process and learner differences became more and more important and necessary. From the 1960s, with the advances in the areas of general linguistics, psycholinguistics and cognitive psychology, the research emphasis of second language acquisition began to shift from teaching to learning. A host of studies about learning strategy were carried out. In the early studies, the features of good language learners were identified. After that, linguists tried to discuss the concept, definition and classification of language learning strategies, as well as the relationship between learning strategies and foreign language achievement. And now, focus of research is shifted to the training models and methods of learning strategies training.In China, the research on learning strategies dated from the 1980s. Some researchers studied the learning strategies used by the college and graduate learners, and the research methods (Jiang Zukang, 1994; Wu Yian. 1993: Wen Qiufang, 1995; Qin Xiaoqing, 1998). And others investigated the factors affecting English achievement and learning strategies use, such as gender, learning anxiety, learning-beliefs, attitudes and the learning strategies used by the good and the poor students (Wen Qiufang, 1996, 2001; Hou Songshan ,1998;...