| Learning strategy is a very important factor which can influence the students' second language achievements. Since 1970s, more and more researchers began to center their attention to the learning strategies. The study on the learning strategies concerns many facets, among which the one relating learning strategy to learning achievements and the one involving the factors to affect the choice of learning strategies become significant. According to Ellis, the factors that affect the choice of learning strategies can be divided into two aspects. One is situational factors. The other is individual difference, of which personality is an important one.As for the study relating personality to learning strategies use, linguists in foreign countries have claimed its role in foreign language learning or second language learning but have not yet received a decisive agreement. In addition, these studies mainly set concerns on the university students. In China, the researchers recently began to fix their eyes on the study, but most of them still remain at the theoretical study level. Accordingly, it is necessary to conduct the study in Chinese settings based on the findings and learning strategy theory from abroad.The present study sought to investigate (1) the difference of strategy. employment between learners' personality traits and (2) the relationship between the learning strategies and personality traits. Then two hypothesesare held:1) there does exist different strategy choice across personality traits;2) personality traits are correlated with strategy use. Based on the two hypotheses, the following questions arise:1) Do extroverts and introverts differ in the use of strategies in language learning? If yes, then2) How do extroverts and introverts differ in the use of learning strategies in language learning?3) What are the relationship between learning strategies and personality?We collect data by using two questionnaires and 104 samples.Eyscenck Personality Questionnaire (EPQ) for adults is employed to test the personality traits and SILL Questionnaire mainly from Rebecca Oxford's Strategy Inventory for Language Learning is used to test the subjects' strategies employment across the personality traits.To find out whether there is any difference in strategy use between the two personality traits, the descriptive statistics were employed to analyze the variance of learning strategies between extroverts and introverts. And it was found that distinct differences do exist and extroverts generally employ strategies more frequently than introverts. As for the specific strategies, most of them are negatively correlated with personality traits, which indicates that the more introverted the learners are, the less frequent strategies the learners use. In exploring the relationship between learning strategies use andpersonality traits, correlation analyses were used and its results show that personality traits are significantly correlated with learning strategies use (r = .466, at the level of .001).The findings are consistent with the results of previous studies and confirms the hypothesis of the present research that personality facet is one of the important factors in affecting the application of learning strategies, thus eventually accounting for language outcome for Chinese senior high school students.The significance of the study lies that it provides statistical information on the type and frequency of learning strategies use by Chinese senior high school students across personality traits. It also provides information that personality traits are significantly correlated with learning strategies use. By the findings, the EFL teachers can take effective measures to train the learners with suitable and proper learning strategies and develop a good personality to enhance the training of learning strategies, which eventually promote the learning outcomes.In sum, the findings of the study will cast some light on and have great implications on Chinese EFL teaching, learning and future studies.
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