摘要在外语学习过程中，外语学习策略作为一种汲取信息，输入输出语言知识的方法，影响着语言学习者的外语学习效果。大量的研究表明，外语学习策略的使用与外语学习的成功有积极的相关作用，同时，学习者的个人因素例如性别，学习动机等影响着外语学习策略的选择。在中国，许多研究者针对中国大学生英语学习者做了大量的研究，多角度的地阐释了英语学习策略在大学生英语学习中的使用情况。而以少数民族大学生英语学习者为研究对象，尤其是有关藏族大学生英语学习策略的研究比较少。本研究的目的在于以非英语专业藏族大学生为研究对象，采取定量和定性的研究方法，对他们使用英语学习策略的情况进行详细的分析，探讨这一群体的英语学习策略和学习动机及英语水平的相关性,以及性别对策略的影响。同时，本研究尝试利用研究得出的结果，联系大学英语教学实际，对今后的教学提出可行的参考和建议。本研究选取西藏民族民族学院的128名非英语专业藏族大学生作为研究对象，使用问卷（参考Oxford 的外语学习策略量表和高一虹的英语学习动机调查量表）和全国大学英语四级考试（CET-4）的成绩作为研究工具，对这些学生的英语学习策略进行总体性的描述。研究结果显示：这些藏族大学生英语学习策略整体使用频率不高，在六个单项策略（记忆，认知，补偿，元认知，情感，社交）中，学生们更倾向于使用元认知策略。独立样本t检验显示男生和女生在使用策略上不存在统计意义上的显著性差异，但是在一些策略使用上显示出不同点。相关分析结果显示这些藏族学生的英语学习策略和动机及英语水平分别存在不同程度的相关。本研究进一步将英语学习策略，动机及英语水平进行线性回归分析，发现补偿策略的使用和学习情境动机可以对被试者的英语水平进行不同程度的预测。另外，本研究对学生的学习日志和老师的观察日志作了分析，作为整个研究的数据补充。本研究收集到的数据和研究结果对今后该校的英语教学有很多启示。第一，有必要加强藏族学生学习策略的培训，提升英语学习的效率和效果。第二，培养学生使用策略的多样性和有效性，以及充分结合藏族大学生的自身特点，激发他们的学习动机，全面提高英语水平。

ABSTRACTIn language learning, learning strategy plays an important role as a tool to receive information, input and output language knowledge, which can influence the effect of language learning. Considerable studies demonstrate that there exist correlations between language learning and language proficiency. Meanwhile, learner individual variables such as learners’ genders and learning motivation can influence the choice of learning strategy. In China, many researchers explore the use of English learning strategy by college students from diverse angles, but there are limited studies targeting at the ethnic minority students, especially the Tibetan college students. The present study aims to investigate the Tibetan College students’ English learning strategy by collecting and analyzing the quantitative and qualitative data. Meanwhile, this study pays attention to finding out two relations, one is between English learning strategy and these participants’ learning motivation; the other is between English learning strategy and English proficiency. Besides, this study tries to discuss the differences in English learning strategies in terms of gender. Furthermore, the conclusions drawn from this study can provide useful information and pedagogical implication to college English teaching. This study chooses 128 Tibetan non-English majors from the Tibet University for Nationalities as the participants, and uses questionnaire to examine these Tibetan students’ use of English learning strategy, and their learning motivation, and the scores of CET-4 are used as their English proficiency. The data shows that these Tibetan students adopt the overall English learning strategies and six strategy categories (memory, cognitive, compensation, metacognitive, affective, and social strategy) on a moderate level. Metacognitive strategy is reported to be the most preferable strategy category these students like to use. Through the t-test, it is found that there is no significant gender variance in using English learning strategies, but there are still some differences between female and male students. The correlation studies demonstrate that there exist correlations between English learning strategy and six main motivation types including intrinsic interest, learning situation, going abroad, social responsibility, development, and information medium motivation. English learning strategy use has correlations with English proficiency, meanwhile the use of six strategy categories significantly correlate to the English proficiency in four components as well. The data by linear regression shows that compensation strategy, learning situation motivation can predict the learners’ English proficiency to some extent. In addition, in order to have a close look at these participants’ detailed behaviors towards using English learning strategy, this study examines some participants’ learning diaries and some English teachers’ observation journals as the qualitative data to supplement this study. The results from this study present a vivid picture of the use of English learning strategy by these Tibetan college students, which is valuable to the English teaching in this university. Some pedagogical implications are discussed are presented. Firstly, in English learning and teaching processes, it is necessary to enhance learning strategy training to these students. Secondly, enhancing English proficiency with combining the learning strategies and learning motivation and other variables are mutually beneficial to both teachers and students. Thirdly, in English teaching, it is suggested to combine the individual characters of these Tibetan students and promote their learning motivation in English learning.Key words: English learning strategy learning motivation English proficiency