摘要 以往研究证明学习策略无论在语言教学还是语言学习中都起着十分显著的作用，它能有效提高教师教学和学生学习效率。在中国，随着高校扩招，高职院校学生剧增，由于他们的英语学习能力普遍较差，这使高职院校的英语教学很难开展。为了了解高职院校学生英语学习的现状并针对现状提出改进英语教学的方法，笔者从调查学生英语学习策略的使用情况入手，对北京电子科技高职学院，北京农学院和牡丹江师范学校的于2005年12月25日参加过全国高校英语应用能力测试（PRETCO）的英语专业二、三年级的235名学生和21名英语教师分别进行了问卷调查，并对北京的两所高职院校的30名学生进行分层式小组访谈。学生问卷含个人信息和Oxford的学习策略诊察表50个项目。对问卷调查结果运用描述统计，T-检验，单因素方差分析，相关分析和回归分析等手段对学习策略使用情况，相关因素和英语考试成绩的关系等进行了分析，并把访谈录音记录作定性研究分析。总结研究结果主要体现在以下几个方面：首先，所有学生的总体策略使用属中等水平，使用频率最高的是补偿策略，而使用记忆策略的频率相对较低。其次，对学生学习策略使用影响最大的因素是他们的学习兴趣和自我学习评价。学习兴趣和自我评价较高的学生使用策略频率明显较高。再次，学习策略和学习效果之间相互作用，成功者的学习策略使用频率较高，反之，学习策略高频率使用者成绩相对较好。其中，元认知策略对学习效果影响最显著。最后，大多数英语教师在教学中都能够对学生进行学习策略的指导培训，但是他们在培训中遇到了来自自身和学生两方面的困难，使培训受到影响。关键词: 语言学习策略，启示，学习成效，全国高校应用英语能力测试，关系

AbstractPrevious research findings have demonstrated that language learning strategies play an important role in both English teaching and learning. It can improve both teaching and learning effectively. As the higher education enlarges the enrolment in China, more and more students have been admitted to higher vocational colleges. Most of them have difficulty in learning English. In order to investigate the present situation of their English learning and improve English teaching, the researcher conducted a study of LLS employed by higher vocational college students.The sample population of this research comprises 235 English major students (EMS) and 21 teachers from Beijing Higher Vocational College of Electronic Science and Technology (BHVCEST), Beijing Agriculture College Higher Vocational School (BACHVS) and Mudanjiang Teachers’ School (MTS). All students attended the Practical English Test for Colleges (PRETCO) held on December 25, 2005. The instruments include student questionnaire, interviews, teacher questionnaire. The data collected from questionnaires was coded and entered into a computer by optical scoring, and analyzed using SPSS for Windows Version 13.0. The data from interviews was also analyzed after being transcribed from tapes. The main findings are as follows:First, the subjects in the study are reported to be moderate users of LLS, with a mean score of 2.98. The descriptive statistics show that compensation strategies were used most frequently, while memory strategies least. Second, the usage of total LLS is influenced by students’ interest and self-evaluation. Furthermore, expectation of using English affects the use of cognitive strategies and metacognitive strategies. In addition, motivation of using LLS simply influences social strategy use. Third, LLS and English proficiency are positively correlated each other and metacognitive strategies are the strongest predictors for English proficiency. Last, according to the analysis of teachers’ response to the questionnaires, it can be found that most teachers have the awareness of instructing LLS in their teaching. However, their LLS training to students are restricted by some barriers both from themselves and students.Key words: LLS, implications, proficiency, PRETCO, relationship.