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as learner style, learner motivation.The results of the research will further enrich the area of second language acquisition; 3)English reading strategies study based on learners’ different background, different learningenvironment and conditions will further expand research participants, verify the effectivenessof existed reading strategies.What’s more, the practical significance goes as follow 1) the research based ontask-difficulty can thoroughly and scientifically examine the specific reading strategies usedduring the process of reading, reflect the status of reading strategy use by learners of differentlevel. The results of this article will offer meaningful data to help learners to raise theirawareness of strategy use. 2) learners’ weak links in strategy use can be easily found, whichcan serve as the reference to teachers in future strategy guiding.

Chapter Two Literature Review

2.1 Language Learning Strategy
Over the years, the focus of foreign language teaching was concentrated in thetheoretical model of teachers’ teach. Researchers concerned about the controlled factors liketeaching time, teaching content and teaching method. From 1920s to 1950s, behavior theorieswere prevalent in the West. The theory that emphasized teacher-centered andteacher-controlled model totally neglected students’ learning and thinking process. However,since 1960s, the cognitive theory had been proposed, stressing that knowledge was a process,students were the one who process the information while teachers distributors. Until 1970s,the Australian educator Biggs proposed student-centered model. From then on, the study onforeign language learning strategies began.In 1996, Carton first published his research paper The Method of Inference in ForeignLanguage, creating the first study on language learning strategies. However, a moresystematic study began after the mid 1970s. At that time, language teaching world wasstrongly advocated the student-centered teaching. Researchers in second language teachinghave transferred their attention from exploring how language teachers impart knowledge tohow the students internalize knowledge (Oxford, 1990). Students as language learners werepaid special attention on their learning process.

2.1.2 The Definition of Learning Strategy
Owing to the different focus on the identification of language learning strategies, thedefinitions of it inevitably shows differences. The following are the widespread definitionabroad and at home (Wang Lifei, 2001).
(1) Stern (1983) “Strategy is best reserved for general tendencies or overallcharacteristics of the approach employed by the language learners, leaving the techniques asthe term to refer to particular forms of the observable learning behavior”.
(2) Weinstein & Mayer (1986) “Learning strategies are the behaviors and thoughts that alearner engages in and during learning that are intended to influence learner’s encodingprocess”
(3) Chamot (1987) “Learning strategies are techniques, approaches or deliberate actionsthat students take in order to facilitate the learning, recall of both linguistic and content areainformation”

Chapter Three Methodology.......... 25-28
    3.1 Participants.......... 25
    3.2 Materials ..........25
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