Second language learning strategy theory is an important theory of second language acquisition.
第二语言学习策略理论是第二语言习得的一个重要理论。
Language learning strategy is a hot research subject in Applied Linguistics over the past 30 years.
语言学习策略是近30年来应用语言学的一项热门研究课题。
The first chapter presents a brief introduction to researches on language learning strategy at home and abroad.
第一章简要介绍该课题在国内外的相关研究现状。
In this research area, the language learning strategy which the learner USES receives researchers' widespread attention.
在这一研究领域，学习者所使用的语言学习策略受到研究人员的广泛关注。
So far, however, no empirical research has been done to investigate the relationship between foreign language anxiety and language learning strategy use in China.
然而，中国至今还没有关于外语焦虑和语言学习策略的使用之间关系的实证研究。
Teaching aims can be divided as: aims of language skill, aims of language knowledge, aims of emotion and attitude, aims of learning strategy, and aims of cultural notion.
教学目标可分为：语言技能目标、语言知识目标、情感态度目标、学习策略目标、文化意识目标。
Learning strategy of language is an important factor of influencing the mastering of the second foreign language.
语言学习策略是影响第二外语习得的一个重要因素。
As an important component of classroom teaching strategy, teacher feedback has great influence on students' language learning process.
教师反馈语作为课堂教学策略的重要组成部分，对学生的语言学习过程具有巨大的影响力。
Listening strategy is one of the important knowledge to make language learning process and language use much easier and smoother.
听力策略是一种能够使语言学习过程和语言使用过程更加容易、更加顺畅的重要知识之一。
Learning strategy is one of the important knowledge to make language learning process and language use much easier and smoother.
学习策略是一种能够使语言学习过程和语言使用过程更加容易、更加顺畅的重要知识之一。
Based on Cognitive learning Theory and Schema Reading Theory, the paper illustrates the significant role that the learning strategy plays in second language acquisition.
以第二语言习得理论、认知学习理论和图示阅读理论为依据，阐明学习策略在第二语言习得中的重要作用。
Their studies involved the description of language learning strategies, the relationship between learning strategies and learning achievements, and strategy training, etc.
其研究成果涵盖语言学习策略的描述，学习策略与学习成绩的关系，以及学习策略培训等方面。
Among all the factors which influence language learning in our high schools, learning strategy is the most decisive one.
在影响语言学习的诸多因素中，学习策略是一个决定性因素。
In the course of language learning, different learners choose different learning strategy. Furthermore, the same learner may employ different strategy at different learning stage.
在语言学习中，不同的学习者选择使用不同的学习策略，同一个学习者在不同的学习阶段所使用的学习策略也会有所不同。
By meta cognitive strategy we mean a general management of procedures for effective learning of a foreign language such as planning, monitoring and evaluating.
元认知策略指有效学习一门外语而采取的管理步骤，如计划、监控和评估。
Language learning strategies comprise of learner-centered strategy, co-operation strategy, self-narration strategy, diary and evaluation sheet strategy, resources strategy.
语言学习策略包括以学习者为中心的策略、协作学习策略、自述策略、日记和评估单策略、资源利用策略。
Research indicates that strategy training can help students to improve their performance in language learning.
许多研究表明学习策略在外语学习中起重要作用，策略培训可以帮助学生提高学习成绩。
And the metacognitive strategy, as a new research direction in recent years, increasingly arouse interest of strategy researchers because of its significant effect on language learning.
而元认知策略作为近年来的新兴研究方向，其对语言学习效果的显著影响日益引起广大策略研究者的关注。
So far, research on learning strategies has pointed to the powerful role of metacognition in language learning and the potential for greater use of metacognitive strategy in learning process.
迄今为止，学习策略方面的研究已经指出了元认知在语言学习中所起的重要作用，也指出了元认知策略在学习进程中所具备的巨大潜能。
The findings demonstrate the necessity in the systematic training of language learning strategies and strategy instruction for college English teachers.
本研究论证了对大学英语教师进行语言学习策略和策略教学系统培训的必要性。
This paper first defines "strategy", and then analyzes the definition and classification of language learning strategies.
本论文首先对“策略”的定义进行了分析，接着分析了语言学习策略的定义、分类等。
The classification of foreign language learning strategies is one of the five controversial issues in the foreign language strategy research field.
外语学习策略归类问题是策略研究领域五个有争议的基本问题之一。
Promoted by the study of the second language acquisition and learning strategy, listening strategy training has been carrying out systematically from the 1990s.
在第二语言习得及其学习策略研究的长期影响下，人们于上世纪90年代起，开始在课堂中系统地进行有关听力学习策略方面的训练。
Strategy research is the result of shifting research from language teaching to language learning.
策略研究是外语教学研究重心由教向学转移的产物。
A considerable amount of strategy research has focused on the identification, description and classification of language learning strategies.
大量的策略研究集中于对策略的识别、描述和归类上。一般认为策略可分为学习策略和运用策略。
Meanwhile, the use of Chinese learning Strategy is influenced by individual factors such as gender, age, native language, time length in learning Chinese, Chinese level, etc.
汉语作为第二语言的学习成功与否受汉语学习策略使用的影响，而学习策略的使用又受诸如性别、年龄、母语、学习汉语时间、汉语水平等个体因素的制约。
It analyzes"the comprehensive learning of language"from both theoretical and practical perspectives and brought forward feasible operation strategy.
他山之石，可以攻玉，借鉴他国的有益经验，有利于用全球视野来展望我国的语文综合性学习。
Learning strategy has been a buzzword in foreign language teaching in the recent twenty years.
学习策略是近二十年来外语教学的热门话题。
This strategy provides more chances for learners to communicate in two-way communication in the target language and stimulates learners motivation in learning the language.
这对充分调动学生的积极性，实现双向交际的教学方式具有重要意义。
In the last several decades learning strategy studies have been one of the hottest topics in the field of language learning and teaching.
几十年来学习策略一直是语言教学领域热门研究课题之一。
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