新僵民考民非英语专业大学英语学习者管理观念和管理策略动态调查研究.pdf

II Abstract The study of English learning strategy in the western world originated in 1970s. The publishing of What Can We Learn from the Experienced Language Learners (Rubin, 1975) gave a clue that the scholars of language acquisition and research commenced focusing on the language learners themselves and the strategies they adopted to use. Further study conducted by scholars, like Stern (1983), Chamot (1987), Rubin(1987) and Oxford (1989) tried to define ‘Language Learning Strategy’. Nevertheless, their definitions of ‘Language Learning Strategy’ vary more or less from each other on account of their different understandings. Scholar began to specify the categories of language learning strategies in order to facilitate the follow-up studies, O’ Mally and Chamot(1990), Oxford (1990) and Cohen(1983)’s ideas are the most influential and widely accepted ones. Professor Wen is one the earliest scholars to concentrate upon the study of management strategy of English learning in China. In 1993, she proposed that the strategy of English learning could be classified into two parts, namely, learner’s administration strategy and language acquisition strategy. The language acquisition strategy is under the thumb of the management strategy. Not only does the management strategy dominate the process of cognition, but controls emotional process. Learners are on the right track to study English well provided that they apply the language management strategy appropriately in the course of their study. This study is based upon Professor Wen’s research framework, and typically highlights the research of the stepwise changes of the preferred English learning management strategy and belief of Xinjiang MKM non-English majors by using questionnaire and interview. The term MKM stands for the minority student who studies in minority language dominated school. They begin to learn Chinese from Grade 3 in primary school and take part in the University Enrollment exam