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(1) English learners L and Z generally use the overall strategy at the low level;namely, they seldom use language learning strategies in English studies on the whole.Among the 6 main English learning subcategories, memory strategies and cognitivestrategies locate in one level higher than other four and are employed most frequently,social strategies and compensation strategies are used more frequently,and metacognitive strategies and affective strategies least frequently. Their descendingorder can be manifested as "memory strategies>cognitive strategies>social strategies)compensation strategies) affective strategies) metacognitive strategies"
(2) Affective strategies and metacognitive strategies were scarcely used by thetwo students. This phenomenon has been caused by many factors, especially affectivefactors, in which the change of learning attitude, anxiety, and lack of confidence havegreat effect on using of learning strategies and language learning efficiency. Theattitude of student makes Language learning of students just for examination andentering a higher school. The students haven't had interesting and positive attitude.Moreover, teacher's attitude to the student would affect the students' enthusiasm, which plays an important role in the student's attitude to the language learning. Theworry of teachers and parents will no doubt causes students anxiety. If students can'tappropriately apply affective strategies to reduce anxiety and encourage themselves, itwould influence English learning efficiency. The feeling of anxiety would influencethe learning effect, and too much anxiety would affect the objective assessment ofstudents' study. The words of Z，s English teacher in junior school, "I believed youwill become a successful man", have a great influence to Z. Due to this sentence, Zwas encouraged and began to learn confidently. That is to say, self-confidence inlearning language skills helps learners achieve higher goals easily, at the same timethey hold intense learning motivation and positive attitudes towards languagelearning.
(3) The learning of students is all based on examination and the good methodsthat could improve the scores of examination. The students always followed whatteacher said which lead them to lose the initiative of using language strategies. Theirstudy is a passive learning guiding by teacher, which hardly stimulate the confidenceof students, on the other hand they just employed the learning strategies on deal withthe examination, not on the actual English using. At the same time teacher and parentsoften talked with her which leads her anxiety and didn't know how to do. The worryof teachers and parents will no doubt causes students anxiety. In the process oflearning English we should pay attention to practical using not only for examination.Once learning and using divorced, students would lose the motivation and interestingof English learning.

References
1 Crandall, J. A. (1999). Cooperative language learning www.51lunwen.org/sampleenglishpaper/ and affective factors.Cambridge: Cambridge University Press. Education Press.
2Arnold, J. & Brown, H. D. (1999). A map of the terrain. In Arnold (Ed.) Affect inLanguage本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。