| This paper reports on a study of learning strategies employed by second-year non-English majors in Beijing Command Academy of Chinese People's Armed Police Force attempting to reveal the characteristics in learning strategy use of subjects and the differences in the general use of learning strategies between good language learners and poor language learners. The study will contribute a little to the teachers and learners of English with regard to their English teaching and learning. The subjects involved in this study were 40 second-year non-English majors. They were asked to reply to the Oxford (1990) SILL questionnaire and a quantitative research was conducted on the basis of Oxford (1990) five-point frequency scale. Then four students were interviewed individually and some case studies were carried out. The case studies aimed at providing in-depth and detailed explanations.In this study, we find some characteristics of the learning strategy employed by second-year non-English majors in Beijing Command Academy of Chinese People's Armed Police Force, which are summarized as follows:In the first place, this study reveals that, generally speaking, second-year non-English majors in Beijing Command Academy of Chinese People's Armed Police Force only sometimes employ each of the learning strategies.Second, the students use compensation strategies most frequently.Third, the students are inclined to memorize English mechanically, without being aware of some other useful memory strategies.Fourth, the students use social strategies least frequently.Fifth, according to the mean scores, the frequency order by the students (from the most frequently used to the least frequently used) is: compensation strategies, meta-cognitive strategies, affective strategies, cognitive strategies, memory strategies, and social strategies.This study shows that the students use more compensation strategies and meta-cognitive strategies, and use less affective strategies, cognitive strategies,... |
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