| Since the 1970's, western applied linguists and psychologists have begun to study the individual differences. Their research interest in EFL has shifted from teacher's teaching to students' learning and an increasing number of studies have been undertaken from the students' perspective. As a result, people realized the importance of studying the learning process gradually. Since English teaching intends not only to cultivate the learners' language competence, but also to make them strategic and autonomous learners, more and more people have begun to pay attention to learning strategies.In the early studies, the features of good language learners were identified. After that, linguists tried to discuss the concept, definition and classification of language learning strategies. And now, focus of research is turned to the validation, training models and methods of learning strategies training. According to their reports, it is easily found out that appropriate and sufficient learning strategies application may lead to a better result and enable the learners more successful in language learning.In China, scholars also did many researches on students' use of learning strategies and the relationship between strategies and the language achievements. However, most of the studies in China were concerned with English major students or students in higher institutions. Until now, little research has done on students in middle schools.To find out how the students in senior schools know and use learning strategies, a learning strategies' questionnaire was administrated to 203 students in grade 1 in two senior schools in Wuhan. It is found from the collected data that they don't have strong strategic sense and sufficient strategies knowledge, and they often use learning strategies at will. However, another phenomenon is found that the good learners use learning strategies more and better than the bad ones. In view of the above-mentioned facts, the author presents a suggestedframework for the implementation of strategies training in English teaching, which includes the principles, the contents and the models. She points out that this kind of training must be suited to the teaching materials and the teaching process. And it should be carried out in language activities in everyday teaching.This paper consists of seven chapters. The first chapter introduces the main content of the paper. The second chapter is the theoretical basis of the thesis. It gives a detailed description of the definition and classification of language learning strategies. It also reviews the current situation in language learning, the relationship between learning strategies and the achievement as well as the training of learning strategies. Chapter Three reports on the investigation on the senior school students. After collecting the data, the writer analyses how all the students use learning strategies, how the different strategies are used and how the students at different level use strategies. Based on the data and information gathered from the students, she then draws the conclusion that it is necessary to train the students learning strategies in class at this stage. Then in Chapter Four, six principles in strategies training in classroom setting are advanced. The fifth chapter follows the analysis of the previous part to discuss the significance and the basic processes of strategy training. The training content and method are also mentioned, which can be made use of easily. In the last two chapters the writer puts forward some points which should be paid attention to and concludes the whole paper.The study of language learning strategies in China is still at its elementary stage. In order to deepen the "student-centered" teaching approach, many issues, such as the development of the learning strategy training material, the identification of the training content, etc, must be done. And a more practical, instructive and efficient learning strategy training model is to be provided in the future.
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