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reign language teaching and learning but also has a positive meaning on the study of other  subjects’  learning  strategy.  As  learning  strategy  is  a  hot  topic  in  these  years, many  scholars have  devoted much energy  to  it.  And  they  have  done  researches  on  it from different aspects. The basic conception is the definition of learning strategy. 
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Chapter Two Research methodology 

The  previous  chapter  has  reviewed  the  basic  concepts  of  language  learning motivation (LLM), language learning strategy (LLS) and relevant studies on language learning  motivation,  language  learning  strategy  and  their  relationship  at  home  and abroad. This chapter focuses on methodology inquiring into the relationship between the  students’  LLM  and  their  LLS.  Although  some  researches  have  been  done  on  it, most researches’ subjects haven’t narrowed down to science students who have their own features. In this chapter the author describes her research questions, the subjects, the instrument and the procedure in detail. 

2.1 Research Questions 
This study is designed to answer three questions as follows.  1.  What  is  the  general  situation  of  science  students'  language  learning motivation? 2.  What  are  the  language  learning  strategies  most  commonly  used  by  science students? 3.  What  effect  do  science  students’ language learning motivations  have  on  their use of learning strategies? 
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2.2 Subjects 
Science  students  make  up  a  large  portion  of  Chinese  college  students.  The subjects  of  this  research  are  192  science  students  from  four  colleges  of  Chengdu University of Technology: College of Geophsics, College of Materials and Chemistry & Chemical Engineering, College of Information Science & Technology and College of  Energy  Resources.  Students’  majors  are  Exploration  Technology  and  Engineering, Applied  Chemistry,  Computer  Science  and  Technology,  Resource  Exploration Engineering.  Among  the  192  science  students,  there  are  107  freshmen  and  85 sophomores.  
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Chapter Three Data Analysis and Findings .......... 35 
3.1 Data Analysis .......... 35 
3.1.1 Results and Analyses of Language Learning Motivation Questionnaire ............. 35 
3.1.2 Results and Analyses of Language Learning Strategy Questionnaire ........ 41 
3.1.3 Analysis of Relationship between Science Students’ LLM and Their LLS ......... 46 
3.2 Findings ......... 51 
Chapter Four Implications and Suggestions for Teaching and Learning ............ 55 
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