A Study On English Language Learning Strategies Of Chinese Non-English Majors

This paper starts with descriptions of theoretical researches on learning strategies. Then it goes on to report a survey on the learning strategy use of 240 non-English majors in Fujian Agriculture and Forestry University (FAFU) and discusses their relationships with learner beliefs and learning achievements. Finally it puts forward the pedagogical implications on Chinese foreign language teaching.The subjects of this survey were two hundred and forty non-English major freshmen in Fujian Agriculture and Forestry University. Two questionnaires were used to gather information and data about learner beliefs about language learning and learning strategy use: a learner beliefs questionnaire (Horwitz' BALLI, 1987), and a strategy questionnaire, which was a revised version of Strategy Inventory of Language Learning developed by Oxford (SILL, 1990) and was translated into English to make sure that every student can understand it. Their language proficiency was measured with a final examination paper. According to their scores, the subjects were divided into the top group of 31 students with the highest scores, middle 150, and bottom 59 with the lowest scores. The SPSS 12.0 for window was employed to analyze data.SILL consists of six types of categories: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies.The results of the study show that compensation and social strategies are the most used, while cognitive and affective strategies are the least used. Significant differences exist in social and compensation strategies use between male and female students. Female students prefer to use social strategies than male students> Good language learners also use more compensation strategies than less effective learners. There is no significant difference in strategy use between students of liberal arts and students of science. Metacognitive and cognitive strategies have the strongest relationship with each other. Compensation strategies, cognitive strategies, and metacognitive strategies demonstrate significant correlation with learning achievement. The result indicates that compensation strategies are the best predictors of learning proficiency. It shows that learner beliefs have both a positive and negative influence on their learning strategy use.