摘要：本文对“学习策略”进行了系统的理论阐述，旨在帮助英语教师对学习者在学习中运用的学习策略获得更清晰深入的了解。文章首先介绍了国际上对学习策略的研究现状，展示了学者们对“学习策略”的定义和分类，然后解释了认知理论与学习策略的联系;最后讨论了学习策略理论在中国英语课堂上的应用。Abstract:ThispaperaimstoformulateatheoreticaldiscussionconcerningtherelevanceoflearningstrategiesaswellashelpChineseEFLteacherstoacquireaclearunderstandingofthesestrategies.ItprovidesthebackgroundofIanguagelearningstrategiesandcriticallypresentsavarietyofdefinitionsandtaxonomiesofIanguagelearningstrategiesofferedbyresearchers.Italsoexplainstherelationofcognitivetheorytotheuseoflearningstrategies.Inthelastsection,theimplica廿onsfortheEFLclassroomarediscussed・关键词：英语作为外国语(EFL);认知理论;二语认知(SLA);语言能力---本文来源于网络，仅供参考，勿照抄，如有侵权请联系删除---Keywords:EnglishasaForeignLanguage(EFL);Cognitive;SecondLanguageAcquisition(SLA);languageproficiency中图分类号：G622文献标识码:A文章编号:1006-4311(2010)23-0190-02IBackgroundTherehasbeenanincreasingconcernaboutlearningstrategiesandtheirinflueneeonacquiringasecondIanguageinthepastthreedecades・Thenotionoflearningstrategies'wasintroducedinL2researchinthelate1970s(DornyeiandSkehan,p2003)andtheearlystudiesfocusedonlearnerscharacteristics:thatis,whatstrategiesagoodlearnerusesmakehis/herlanguagelearningmoreeffectivethanapoorlearner(seeMcDonough1999).ThestudiesindicatedthatIanguageprocessingstrategiesactuallyinfluencedsecondIanguageacquisition;anumberoffactorsincludingmotivation,Ianguageaptitudeandsexofthelearnerwereassociatedwithlearnerstrategicbehavior(seeWenden&Rubin,1987).Followingthis,researchersfurtherstudiedlearningstrategiesfromvariousperspectivesincludingpsychology,cultureandalsotheirperformaneeindifferentskillsareaslikelistening,writing,speakingandreading.Researchershavede---本文来源于网络，仅供参考，勿照抄，如有侵权请联系删除---velopedanumberofmethodsofdoingresearchonlearningstrategiesinSLA,includingoralinterviewsandwrittenquestionnaires,observation,protocolanalysis,verbalreport,diariesanddialoguejourrials,recollectionsstudiesandcomputertracking(McDonough,1999,p2).Almosteverymethodhasitsownlimita廿ons.Forexample,ques廿orinairescantelluspeople'sattitudesaboutwhattheywantandwhattheythinktheywilldoorhavedoneratherthanwhattheyactuallydo;protocolanalysisislikelytotellusnothingaboutwhatwritersarenotconcernedaboutandcausemanyinterpretationproblemsaswell(McDonough1995).2Thedefinitionandclassificationoflearningstrategies'Theterm'learningstrategies'hasbeendefinedbymanyresearchers・Wenden&Rubin(1987,p7)claimthat'thereislittleconsensusintheliteratureconcerningeitherthedefinitionortheidentificationofIanguagelearningstrategies.'Oxford(1990,p8)defineslearningstrategiesas'specificactionstakenbythelearnertomakelearningeasier,faster,moreenjoyable,moreself-directedmoreeffectiveandmoretransferabletonewsitua廿ons.〃Fromthisdefinition,wecanseethatOxfordemphasizesthefunctionoflearningstrategies'anddescribesthemas'actions'.Theword"actions〃basicallymeans'processofdoingsomething;usingenergyorinfluenee,activity'(Hornby2002)andnormallyexcludesthoughtso---本文来源于网络，仅供参考，勿照抄，如有侵权请联系删除---rideas・However,inOxford'ssixmainclassesoflearningstrategy(memory,social,affective,metacognitive,co...