A Study On The Use Of Language Learning Strategies Between Genders Of Non-english Majors

Recent years, in the field of language learning and teaching, there has been a significant shift which shows greater emphasis on learners and learning than on teachers and teaching by many researchers, linguists and English teachers home and abroad. With the development of language learning strategy, the exploration and explanation of language learning strategy use have been studied by a mass of researchers.For Chinese researchers and teachers, the study of language learning strategy started in the mid of 1980 s. However, in China, many studies about language learning strategy in universities focused attention on English majors. In addition, most of the previous studies put their emphasis on age, personality, attitude, learning environment, motivation etc. and ignored the influence of gender differences on language learning strategy use and English proficiency level in which the differences exist. Therefore, to fill in the gap in former studies, the thesis explores gender differences on the choice and use of language learning strategies by non-English majors.The thesis tries to answer three questions.1. What types of the language learning strategies are frequently used by non-English majors?2. What are the reported frequency of learning strategies between genders?3. In which English proficiency group is strategy use between genders significantly different?This study employs questionnaire to collect data. In this study, the questionnaire is distributed in Liaoning Normal University and Dalian Jiaotong University to investigate the use of language learning strategies between genders of non-English majors. SPSS statistical instrument is employed to analyze the data acquired from the questionnaires.The results of the data analysis show that the frequently-used language learning strategies of college students are compensation strategy, cognitive strategy, using mother-tongue strategy, metacognitive strategy, affective strategy, social strategy and form-focused strategy. The differences of language learning strategy use between different genders do exist. Except using mother-tongue strategy, female students have more tendencies to use language learning strategy than male students. There are obvious gender differences in using affective strategy, compensation strategy and social strategy. The results also show that gender differences in language learning strategy use between gendersreflect in the medium English level group.The results of the empirical research show that maybe some learners suit for certain strategies. Different genders may have different choices on language learning strategies.Teachers have to notice the differences of language learning strategy use among students,if they understand this situation. And it is convenient for teachers to take actions and organize their teaching accordingly.