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本文是一篇英语教学论文发表，本研究建议教师加强对高中英语课程标准的学习，注重阅读教学知识的提升；挖掘有效课程资源，促进阅读材料的迁移与整合；强化阅读教学实践，重视教学方法的积极输入与输出；增进师生互动交流，构建活力阅读课堂；创设阅读教学情境，营造外语学习氛围。

Chapter One Introduction

1.1 Research Background of the Study

Foreign language enjoyment(FLE)and Language learning strategies(LLS)both areimportant factors of foreign language learning or second language acquisition(SLA).LLSare what learners adopt to make language learning more effective(Cheng&Zheng,2003).Based on control-value theory(CVT)(Pekrun,2006),FLE is a positive activity-relatedachievement emotion with high activation.

Learning aptitude is regarded as key ability of a student’s lifelong learning.Todevelop learning aptitude is one of the goals of compulsory education specified by theNational English Curriculum Standard(2022).In order to achieve the goal,The Standardputs forward several demands from the aspects of metacognition,cognition,communication and affection.How to improve learning aptitude has become a globalquestion(Research Group,2016).The UNESCO also puts forward“four learns”,one ofwhich is“learn to be cognitive”.LLS plays an important role in individual languagelearning because a successful foreign language learner is able to use LLS to develop theadvantages of learning aptitude making up for the disadvantages(Chen&Gong,2023).Apart form LLS,Positive Psychology(PP)has been introduced into SLA since about 2012(Li,2021).Different form the previous research focusing on human disadvantages,PPappeals to a positive turn in which humans can reach self-realization through creating anddeveloping their advantages(Seligman,2002).Emotion studies have been flourishing andhave broken the dominance of cognition studies(Dewaele&Li.2020),also showing usthat the goal of foreign language education should not limited within improving languageknowledge or skills but should pay more heed to the mental health of teaching and learning(Li,2021).FLE,as one of the ubiquitous positive emotions,has great effects on improvinglearning well-being.

1.2 Purpose and Significance of the Study

This study sampled English beginner learners in China and explored the predictiveeffects of LLS and FLE on English learning,aiming to give some suggestions forimproving learning efficiency and helping create a sense of well-being of English beginnerlearners.

Against the backdrop of Double Reduction policy and the National EnglishCurriculum Standard(2022 Edition),this study,via both quantitative and qualitative data,intends to explore two factors influencing SLA.The study highlights the importance oflearning aptitude and well-being,which meets the needs of the time.It is also instructivefor teachers to realize the connotation of their duty that teachers are not only knowledgeinitiators but also emotion guides.This study can give them some instructions to furtherimprove teaching practices and efficiency.

Chapter Two Literature Review

2.1 Language Learning Strategies(LLS)

2.1.1 Definition of LLS

The definition of LLS is a controversial issue.The best way to define it may be listingits main features(Ellis,1994).The features listed by Ellis answered the four divergences ofthe definition:1.Is LLS visible?2.Is LLS general pattern or specific technique?3.DoesLLS happen subconsciously?4.Does LLS 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。