| Learning strategy has been a buzzword in foreign language teaching in the recent twenty years. This paper aims at introducing this new teaching idea into FLT in China as a tentative endeavor to renovate the current time-consuming and inefficient English teaching in college. Specially, it seeks to find out the relationship between good language learners and their learning strategies, and more importantly, to confirm that learning strategies can be teachable. Based on a teaching experiment, the research is intended to increase learners'awareness of learning strategies through classroom English teaching.The study is based on the theory of learning strategies. In the first part, we did the research to know what the students'view and teachers'view on learning strategies by classroom observation, questionnaires and interview. The results showed that the strategies most frequently used by students and teachers are cognitive strategies, metacognitive strategies and compensation strategies. Affective and social strategies and memory strategies are least used. Besides, most of the students think strategy instruction is very necessary, and their biggest concern is vocabulary.Based on the first part research, we made a teaching experiment on two regular classes, one is the control group, the other is the experiment group. The only difference between the two groups is that some vocabulary learning strategies are introduced in the experiment group. The whole experiment lasted fourteen weeks.By the end of the semester, we found some big differences in these two groups. Students in the experiment group made more progress in English learning, their interest was also heightened. Most importantly, they took part in out-of-class activities more actively and showed more cooperation with others.Despite some limitations of the experiment, the research proved: 1.The teacher plays an important role in learning strategies instruction; 2. Classroom setting is an important...
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