| This study investigates the English language learning strategies used by Grade two students in a senior high school in Beijing. One purpose of the study was to explore language learning strategies used by the high-scoring and low-scoring senior high school students, to find out the relationships between learning strategies and language achievements. There are 270 senior high school students participate in this study. They are divided into two groups-high-scoring group and low-scoring group according to the average scores in an examination. Sixty subjects are chosen from each group by random sampling. The basic instrument is the Strategy Inventory for Language Learning (SILL, Oxford, 1989). The data is analyzed with the aid of SPSS (Statistical Package for Social Science) 13.0 for Windows.The results show that the high-scoring students use the language learning strategies at a medium to high level, with the cognitive strategies being the most frequently used and the affective strategies being the least frequently used; the low-scoring students use the language learning strategies at a medium level, with the compensation strategies being the most frequently used and the affective strategies being the least used; All the six categories of language learning strategies are positively correlated with the English scores of the high-scoring and low-scoring students; The scores of the high-scoring students have significant correlation with the cognitive and metacognitive strategies; And the scores of the low-scoring students demonstrate a significant correlation with the compensation. Further analysis of correlation between the students' English scores and the single strategy items finds that seven items covering all the six categories of strategies are significantly correlated with the scores of the high-scoring students and five only covering four categories of strategies are significantly correlated with the scores of the low-scoring students.
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