| Give a man a fish and you feed him for a day. Teach him how to fish and you feedhim for a lifetime. Teaching learners how to learn and fostering their ability toeffectively use learning strategies can not merely enhance their learning effect as well asrelease their learning burden but also greatly improve the quality of education. Withstudies extend, the importance of LLS(Language Learning Strategy) has been graduallyexcavated. However, although researches concerning LLS are great in number, studiesfocusing on correlations between LLS use and English achievement are not profoundenough. Let alone the correlations between LLS and CET4achievement.Therefore, the present study is designed to detect the characteristics of LLS usedby Chinese non-English majors, to investigate the differences in the application of LLSbetween high achievers and low achievers of CET4, to discuss the correlations betweenLLS use and CET4achievement including total scores and sub-scores so as to probeinto the contribution of LLS use to learners’ English performance.Based on Oxford’s(1990) framework of language learning strategies. The presentstudy is administered in quantitative research method with a sample of138non-Englishmajors from Chong Qing Normal University. Specifically, the data are collected basedon Oxford’s(1990) Strategy Inventory for Language Learning. Besides, the statisticalanalysis are carried out by SPSS19.0. The findings are in the following:1) Descriptive statistical analysis reveals that among the six strategy categories,compensation strategies are used the most frequently, followed by affective, memory,metacognitive and cognitive strategies. All these five strategy categories are used at themedium frequency level. And social strategies rank the bottom at the low frequencylevel by Chinese non-English majors.2) Independent sample t-test illustrates that learners with different Englishproficiency level vary significantly in strategy use. High achievers in CET4not merelysurpass low achievers in the frequency of overall strategy use but also significantlyoutperform low achievers in all the six strategy categories. And the usage of cognitivestrategy category varies the most significantly. 3) Pearson correlation analysis shows there are not only statistical correlationsbetween overall strategy use and CET4achievement. The usage of six strategycategories are also positively related with each sections of CET4score in specificperspectives, which demonstrates that LLS use is significantly correlated with CET4achievement. Furthermore, regression analyses indicate that memory strategies andcognitive strategies are the two most powerful predictors contributing to CET4achievement.The present study is significant in that the findings drawn from the statisticanalyses would yield valuable pedagogical implications for nowadays college Englisheducation by revealing the problems in LLS use and deficiencies in college Englishteaching for non-English majors. Furthermore, the present study is also conducted inhope to shed light on the further researches in field of LLS. |
