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lstrategies (M=2.79) and paralinguistic strategies (M=2.67). Receptive strategies rankedthe last with the mean of 2.62, .04 higher than that of appeal for help. Means of bothachievement strategies and interactional strategies were between 2.0 and 3.0, falling inthe range of disagree and have no idea. That is to say, learners were not good at relyingon their available linguistic resources to try to achieve the communicative goal andwere weak in negotiating the intended meaning with their interlocutor. Ellis (1984)found that avoidance strategies were less effective than achievement strategies. Coder(1978) considered avoidance strategies were risk-avoiding and a high use of them washarmful to second language learning, while achievement strategies could contribute tolanguage learning. However, Table 4.1 showed learners preferred avoidance strategiesto achievement strategies.

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CONCLUSIONS

This chapter summarizes major findings derived from the study. The pedagogicalimplications, limitations of the study and suggestions for the future study are alsopresented in sequence.This study first investigated the present situation of independent college learners'awareness of CSs and their assumed CS use to examine whether there was a need toconduct the CS training. In view of the unsatisfactory results, a CS training programwith explicit focus on five selected CSs was conducted among the EG. Major findingsderived from the present study are as follows:(1) The awareness and the assumed use of CSs among learners of the independentcollege were found to be unsatisfactory. Before the CS training, they did not have aclear idea of CSs and seldom use them in communications, which called for an urgentdemand for the CS training.(2) The CS training had positive effects on learners' oral performance and theirfrequency of CS use. After the CS training, learners in the EG outperformed those inthe CG in their oral performance and the frequency of CS use. There was a positivecorrelation between learners' strategy use and their oral proficiency. The more CSs theyutilized in the oral test, the higher scores they were likely to gain.
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