A Study Of Language Learning Strategies In Higher Vocational And Technical School English Classes

Language learning strategies are particular approaches or techniques that learners employ to try to learn a second or foreign language (Ellis: 1997). They can be classified into three categories : metacognitive strategies, cognitive strategies, and social/affective strategies (O'Malley and Chamot ,1990). Many studies show that good language learners have taken advantage of many language learning strategies effectively. In China quite a few language teachers and linguists have conducted or are trying to conduct researches on language learning strategy and language learning strategy instruction in order to facilitate learners' English learning. Most of the researchers choose English majors in university as their subjects, while non-English majors in higher vocational and technical schools are neglected. The present research chooses non-English major students in higher vocational and technical schools as the subjects to make up for the neglect and it is focused on the feasibility of LLS instruction in higher vocational and technical schools.Two sections constitute this research. In the first section an investigation is conducted to consult the subjects' English learning information and their attitudes towards language learning strategy instruction. The data tell us that they are interested in language learning instruction. But when concerning participating in a language learning strategy instruction many subjects are reluctant to join in. These results betray the paradoxical psychology status of the special group students. In the second section the research chooses one class in Zhejiang Institute of Mechanical and Electrical Engineering as the subjects to conduct language learning strategy instruction in order to explore a route for the instruction in higher vocational and technical schools. The findings are the follows: Negotiated curriculum is necessary in order to meet the subjects' needs in English learning ; The instruction should be embedded in language learning rather than lecturing about language learning strategies; Practice constitutes the main part of the instruction largely because language learning strategies are concepts and techniques rather than knowledge. The metacognitive strategies should be trained before other strategies because they are more frequently used, playing a unique part in language learning. From the above findings it is perceived that an instructor must combine common practice with the characteristics of the learners in higher vocational and technical schools.