A Study Of English Learning Strategy Changes Of English Majors In Tianjin University Of Science And Technology

Learning strategies are a crucial part of second language acquisition as well as a good way to improve the efficiency of target language learning. Studies of language learning strategies (LLS) began in the mid1970s, and many foreign and Chinese linguists have defined learning strategies from various aspects. Among them, Oxford’s definitions and classification of language learning strategies (LLS) has been widely accepted. With the development of language learning strategy study, both educators and language learners have already realized its importance in both foreign language teaching and learning.This study was conducted in Tianjin University of Science and Technology (TUST), where349English major students were participants. The objective of the study was to find out the overall tendency of their strategy use, the relationship between language proficiency and strategy use, the correlation between gender and strategy, and the dynamic changes in strategy use from the freshman to sophomore periods.The final sample consisted of296students (40males and256females). For the purpose of collecting relevant data for this study, a self-report questionnaire was used, that is, Strategy Inventory for Language Learning (SILL). All the collected data was analyzed through Statistical Package of Social Science (SPSS version13.0) by using two methods, i.e. descriptive statistics and Independent-sample T-test. Then, semi-structured interview was used as a subsidiary research tool aiming to know from another perspective, the subjects’ learning strategies. Detailed analysis of the quantitative and qualitative data produced the following findings.(1) All the participants in this study reported to have used learning strategies at a medium level. Affective strategies are being used the most frequently, while memory strategies are among the least frequently used.(2) Significant variation existed between females and males in the use of language learning strategies, with the former reporting more use of overall strategies than the latter. However, no significant relationship was found in the use of metacognitive, cognitive, social and affective strategies between these two groups.(3) There exists positive significant relationship between learning proficiency and the choice of learning strategies. Students who got higher scores in English exams reported to use more strategies than less successful ones. And significant relationship was found in the use of memory and affective strategies between these two groups.(4) Only affective strategies of the freshmen showed some significant change from the first term to the second term.Based on the findings of this study, the author offered some suggestions for English teaching in the Chinese context. First of all, English teachers should pay special attention to the learners’ habitual ways of learning. Most importantly, teachers should put the training of the use of language learning strategies into their teaching activities, so as to keep the learners to apply strategies to their language-learning process through regular activities. Teachers should also provide students with more opportunities to use a wide variety of strategies that are tailored to different instructional tasks and activities. At the same time, the freshmen’s ability of autonomous learning should also be given enough attention.