| Extensive researches have been conducted on individual differences (IDs) since 1970s, for language teachers and researchers have realized that no single teaching method can guarantee success in second/foreign language acquisition/learning. Instead, learner contribution takes more responsibility for their final achievement. Among these IDs, language learning motivation and language learning strategies can be regarded as two of the most profoundly researched variables in that they play a decisive role in second/foreign language learning.Generally speaking, previous research efforts have been chiefly made, firstly, on definitions, classifications, and characteristics of language learning motivation and strategies; secondly, on relationship between language proficiency and language learning motivation and strategies; thirdly, on factors that influence language learning motivation and choice of language learning strategies; and fourthly, on trainings of language learning motivation and language learning strategies. To date, it has been recognized that motivation is an important factor that affects learners' strategy use. However, few studies have explored the relationship between language learning motivation and language learning strategies. There are rare such studies in particular in the Chinese context.Given such present situation, this study was conducted among 165 second-year non-English-major vocational college students by exploring their English learning motivation, employment of English learning strategies, and links between them. English Learning Motivation Scale of Chinese College Students by Gao, et al. (2004) and the Strategy Inventory for Language Learning (SILL Version 7.0 ESL/EFL) by Oxford (1990) were administered as measurements of their characteristics in English learning motivation and English learning strategy employment. Statistical Package for the Social Sciences (SPSS 13.0) was used for statistical calculation, including descriptive statistics, correlation analysis, and One-Way ANOVA test. The results of the study indicated that vocational EFL students had instrumental, cultural and situational motivations, but were more instrumentally motivated. They made moderate efforts in their English learning. More culturally motivated students made more efforts in English learning. Students of medium motivation intensity were more sensitive to English learning environment. Besides, vocational EFL students were found to have employed learning strategies at a medium level in their English learning process. Compensation strategies were the most frequently used strategies and social strategies were the least.It was also revealed that positive and significant correlation existed between motivation types, motivation intensity and strategy use frequency. A cyclical relationship was likely to exist between motivation intensity and strategy use frequency. Stronger cultural motivation tended to eject more influence on learners' strategy choice; frequent strategy use also showed a rising impact on learners' cultural motivation orientation. Metacognitive strategies appeared to be the preferable strategies for highly motivated students with more cultural orientation. Compensation strategy employment was so common that they were not affected much by learners' motivation orientation and intensity.Such findings may provide teachers with a better understanding of the vocational EFL students with regard to their English learning motivation and strategy employment, and help them improve teaching practice to form more autonomous and effective learning among learners. It may also be a reminder to policy-makers to provide more support and care to vocational college English teaching.Findings of this study also imply that it is important to help build up positive English learning beliefs and attitudes, and set appropriate English learning goals among vocational EFL students. Besides the necessity of strategy training, it is urgent to enrich English teaching and learning resources in vocational colleges.
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