A Comparative Study Of English Language Learning Strategies Used By TEM 4-Achieved And TEM 4-Failed Mongolian-Speaking English Majors

Language learning strategies have become more and more important in English language learning and teaching.A rich body of studies(Oxford,1990;Rubin 1975,1987; Stem 1975,1983) have been conducted on language learners' use of language learning strategies.However,for the lack of comparability and limitations,much empirical research is still needed to collect and provide more valid data and findings.Besides,few researches(Li Suhe,2003;Yong Xiaolin,2007;Wang Xiaoyan,2007;Yin Danting,2008; Zhu Xiaohan,2008) have been done on the ethnic minority students.Therefore,based on the findings of previous researches on learning strategies both at home and abroad,the present study focuses on discovering the differences in the use of language learning strategies between the TEM 4-achieved and TEM 4-failed Mongolian-speaking English majors,in the hope of reaching certain useful findings and providing useful advice for the TEM 4-failed students,and enhancing the awareness of English teachers to train language learning strategies.It may also have some implications for other studies or future research in this area.Based on Oxford's(1990) theoretical framework,this study employed quantitative and qualitative research methods:questionnaire and interview.The 36 final subjects,who were selected from100 students,came from Southwest University,Inner Mongolia Normal University and Inner Mongolia University.In the survey,they were asked to fill in an SILL questionnaire.With the help of SPSS 13.0,the frequency,mean and standard deviation were calculated.The interview of 4 subjects here was aimed to provide future explanations and support for the quantitative findings.Comparisons were made on the differences in the use of the six strategy categories (Memory,Cognitive,Compensation,Metacognitive,Affective and Social strategy) between TEM 4-achieved and TEM 4-failed Mongolian-speaking English majors,and on the differences in the use of the specific types of the six categories between the two groups. And the following results were obtained.The TEM 4-achieved learners used Metacognitive,Compensation,Cognitive and Social strategy at a greater level than did those of the TEM 4-failed majors.And the former also used the Affective and Memory Strategies more frequently than did the latter. The TEM 4-failed group used the six categories of strategy at a medium level.TEM 4-achieved learners were conceivably more active,well planed,hard working based on the qualitative study.The results suggested that a strategy-based approach can be used to help students recognize the value of increasing their repertoires of strategies and become more autonomous in their choice of strategies.