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For the first divergence,the definition from O’Malley&Chamot(1990)revealed thatthe LLS should embrace both external and internal ones.It could be either visible actionsor mental activities and there was no clear boundary between visible or invisible LLSbecause they could still work together to make better language learning.

For the second divergence,LLS should include all possible ways in order to makeefficient language learning(Cheng&Zheng,2002).It included both overall pattern,likeplanning,monitoring,managing and other metacognitions and specific skills or technique,such as taking notes,classifying vocabulary and other methods closely related to specificlearning materials.

As for the third divergence,according to the theory of Strong Interface(Gass et al.,2013),second language learning could be seen as acquisition of a kind of cognitive skill,which meant it would go through the transformation from declarative knowledge toprocedural knowledge.This view reminded us that the use of LLS,with time going by,would change from the concept of“what”to“how”and finally become proceduralized.However,LLS was consciously selected by learners and only had differences in consciousdegree.Even if it happened at the edge of the consciousness,it also led to certain explicitnotice(Cohen,1998:Ellis,1994).

2.2 Foreign Language Enjoyment(FLE)

2.2.1 Definition of FLE

Making a clear definition of FLE is to closely grasp research range and make researchgoal and results converge on the same direction.According to CVT,the definition of FLEcan be revealed.

“Achievement emotions”of CVT is a comprehensive term that refers to multipleemotions including enjoyment,boredom,anxiety and etc.They may emerge from ongoingachievement activities(e.g.,learning materials and tasks)or achievement outcomes(e.g.,success and failure)(Pekrun,2006).Achievement emotions can be distinguished anddefined by the three-dimension taxonomy of valence,activation and objective focus.Valence refers to distinguish whether an emotion is positive or negative.Activation meansactivating or deactivating effects that an emotion has.Objective focus explains whether anemotion is activity-related or outcome-related.

According to the taxonomy,boredom is a negative deactivating activity-relatedemotion.Anxiety is a negative activating outcome-related emotion.FLE is a positiveactivity-related achievement emotion with high activation(Pekrun&Perry,2014).In otherwords,provided that learners have positive appraisals and conduct learning as best as theycan,they may feel enjoyment arising from on-going learning activities,especially whenthey attain certain achievement.

Chapter Four Results and Discussion.........................22

4.1 Overall Pattern of LLS and FLE.........................22

4.1.1 Overall Pattern of LLS...................................22

4.1.2 Overall Pattern of FLE...................................25

Chapter Four Results and Discussion............................22

4.1 Overall Pattern of LLS and FLE.........................22

4.1.1 Overall Pattern of LLS..................................22

4.1.2 Overall Pattern of FLE........................25

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