| As China's education takes the turn from exam-oriented education to quality-oriented education, it is of urgent need to reform educational thoughts, educational contents and educational approaches so as to lighten the students' learning load and improve their overall quality, and, accordingly, improve educational quality. Classroom teaching and learning plays an important role for us to carry out quality-oriented education to help the students develop morally, intellectually and physically. Only when students actively participate in the learning activities and make full use of effective learning strategies willingly and independently can they become masters of learning.English learning strategies refer to the measures taken consciously by English learners out of their choices for better effects in the process of learning.Studying and using English learning strategies has long been neglected in English teaching in senior middle schools, which accounts for unsatisfactory effects resulted from monotonous methods and dull processes. With more educators and teachers engaged in the research of language learning strategies and the implementation of New Curriculum Standards, it has thus become urgent and necessary to implement English learning strategies in English teaching at senior middle schools.The present thesis is the record of the author's study and implementation of English learning strategies at his provincial key senior middle school in accordance with some scholars' studies on English learning strategies and the specific situation of his school.To start with, this thesis gives a brief introduction to the provincial key senior middle school where the author works as an English teacher, and then brings in the questionnaire on the frequency of using English learning strategies with part of hisstudents from Grade I and Grade III as the target of the survey. Based on the thorough data analysis of the survey, the author brings forward the necessity of implementing English learning strategies to students at senior middle schools.After reviewing and analyzing the historical background and present situation of studies on English learning strategies, the author clarifies some related concepts and further expounds the most representative classifications of English learning strategies. The succeeding part of this thesis thus discusses elaborately how English learning strategies are implemented in the author's classes. The author first analyzes the main factors that influence senior middle school students to use English learning strategies. These factors are made up of two parts: the outer factors that mainly refer to teachers, and the inner factors that include 1.learners' attitude and motivation, 2.sex and 3.1earners' aptitude and habits. The author of this thesis then brings forward four principles listed below for implementing English learning strategies: 1. teacher-guided and student-centered principle; 2.co-ordination and promotion principle; 3.co-operation principle; 4.sustainable development principle. Based on the syntheses of the classifications made by strategy researchers both at home and abroad and the analyses of the main factors that influence senior school students to use English learning strategies, the author classifies English learning strategies in this thesis into four types, which are Cognitive Strategy, Meta-cognitive Strategy, Affective Strategy and Communication Strategy. After that, further explanations are made on the feasibility of implementing English learning strategies at senior middle schools and the framework of implementing the four strategies. Finally, the thesis is devoted to the process and short-term results of the author's implementation of English learning strategies.In the conclusion of this thesis, the author presents the progress made by his students since the effective implementation of learning strategies. He also stresses that the implementation should vary with various factors of time, place, event and...
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