A Study Of The Relationship Among Self-concept,achievement Goal Orientation And English Learning Strategies Of Non-english Majors

English learning strategies are a wide variety of the strategies taken by users to get better learning achievements. English learning strategies are not only in the individual's whole learning process, but also play an important role in learning achievements. As the non-English majors being the object of the study, this paper has a study on the characteristics of their learning strategies and the relationship among self-concept,achievement goal orientation and English learning strategies. In the study, 462 university students, among whom are freshmen, sophomores, juniors and seniors,were interviewed by Harter's Self-concept Scale, Liuhuijun's Achievement Goal Orientation Questionnaire and Oxford's SILL. The data were collected and managed by the SPSS16.0. The main fingdings are as follows:1. The English learning strategies of the non-English majors are in the medium level. The best-used strategies are compensation strategies, and the worst are the memory strategies.2. There is no significant gender differences in English learning strategies.3. There are significant differences in English learning strategies between Korean nationality students and Han Nationality students. It shows that Korean nationality students are better than Han nationality students in using the affective strategies and social strategies.4. Self-concept has the significant positive correlation with English learning strategies; Achivement goal orientation has the significant positive correlation with English learning strategies.5. English learning strategies can be predicted by academic self-concept; Master-approach goal orientation, master-avoid goal orientation and performance-approach goal orientation can predict English learning strategies; Master-approach goal orientation can predict it at the largest extent, and academic self-concept follows it. Performance-avoid orientation shows no significant prediction. 6. Academic self-concept can affect English learning strategies partly through master-approach goal orientation.