目前教育科学和心理科学关于成就目标、学习策略与学业成绩的研究是非常的丰富。成就目标对于学生学习动机具有导向作用，而在学习时恰当应用学习策略有助于提高学业成绩。因为成就目标是通过学习策略这个中介变量来影响学业成绩。可见，研究成就目标和学习策略这两个变量有助于认识学生学习内在的学习机制。体育专业大学生在学习期间，既要从事运动训练和竞赛，又要学习英语来修学分和考英语等级，且新世纪的体育人才需要掌握一门外语符合时代要求。然而，有关研究表明体育专业大学生总体英语水平不太理想，表现为学习英语的积极性不高、态度不端正以及学习方法使用不恰当。英语教学研究者发现恰当使用英语学习策略来学习英语是可以提高英语学业成绩的。 本文选取几所院校2006级和2007级体育专业大学生(336人，其中男生204人，女生132人)和英语学业成绩较优秀文理科大学生（324人，其中男生156人，女生168人）为研究对象。首先通过问卷调查法和结构化访谈法比较分析不同性别和年级体育专业大学生和文理科大学生成就目标特点和使用英语学习策略情况，揭示出体育专业大学生和文理科大学生成就动机水平和使用英语学习策略的差异；再通过调查得来的数据分析出体育专业大学生成就目标、英语学习策略和英语学业成绩的关系，探讨体育专业大学生的成就目标是否通过其英语学习策略这个中介变量来影响他们的英语学业成绩，并构建出体育专业大学生英语学业成绩的中介模型；最后从施测的体育专业大学生选取一个实验班和对照班，对实验班进行二十五周的英语学习策略训练，观察实验班学生在进行英语学习策略训练后是否能提高应用英语学习策略水平和其英语学业成绩。 通过以上研究，本文主要得出以下结论： 第一，体育专业大学生的成就动机水平是低于文理科大学生的成就动机水平。体育专业大学生在学习上有回避心理，掌握知识和追求成绩的动机都不高。而文理科大学生学习积极性比较强，同时有掌握知识和追求好的学习成绩的心理倾向。不同性别和年级的体育专业大学生和文理科大学生在成就目标取向上也存在比较大的差异。2006级和2007级体育专业男女大学生的成就动机水平低于2006级和2007级文理科男女大学学生，并且他们都有学习回避心理。 第二，从问卷施测的总体情况看，体育专业大学生是基本上不使用英语学习策略来学习英语，而英语学业成绩优异的文理科大学生是用英语学习策略来学习英语。其中体育专业大学生应用认知策略、元认知策略和交际策略水平是远低于文理大学生。不同性别和不同年级的体育专业大学生和文理科大学生在使用英语学习策略上也存在差异。2007级体育专业大学生比2006级的体育专业大学生更经常使用英语学习策略，体育专业男性大学生比体育专业女性大学生更经常使用元认知策略，体育专业女大学生比男大学生更经常使用情感策略和交际策略，在使用认知策略上没有差异。而不同性别和年级的文理科大学生使用英语学习策略水平不存在差异。 第三，采用成绩接近目标和掌握目标取向的体育专业大学生学习英语动机性较强，而会使用认知策略、元认知策略、情感策略和交际策略的体育专业大学生更能学好英语从而提高其英语学业成绩。相反，采用成绩回避目标的体育专业大学生对于其学习英语有消极影响。也就是说采用成绩接近目标和掌握目标的体育专业大学生，在学习英语时候恰当应用认知策略、元认知策略、情感策略和交际策略会提高其英语学业成绩。 第四，通过对实验班学生进行二十五周的英语学习策略训练，与对照班相比，他们逐步学会应用认知策略、元认知策略、情感策略和交际策略来学习英语，且在英语水平考试中，成绩也比对照班要有所提高。对照班学生使用英语学习策略水平和英语学业成绩与实验前没有差异。

In the field of education and psychology sciences, researchers have conducted abundant studies related to achievement goal, learning strategy and academic performances. Achievement goal plays a guiding role in students’ learning motivation and applying learning strategies appropriately in the learning process will contribute to improve their academic performance. Achievement goal exerts positive influences on academic performances through, the mediator, learning strategies. Therefore, research on achievement goal and learning strategy is beneficial for recognizing students’ inner study cognitive system. Besides participating in athletic training and competitions, sports majors are compulsory to learn English to earn credits and pass the rank tests. Above all, college students need to acquire English skills to adapt themselves to new situations. However, relevant studies show that the average English level of sports majors is low due to their negative English learning motivation and attitudes and inappropriate application of English learning methodology. Researchers of TEFL point out that making good use of English learning strategies is bound to improve English scores. This paper selects several college students, including males and females, majoring in sports (n=326) and science and arts (n=324) in grade 2006 and 2007 as the research subjects. Firstly, this paper makes a comparative study of the characteristics of achievement goal and the application situation of English learning strategies of sports majors and science and arts majors in different gender and grade to illuminate the differences among them through the methodology of questionnaire investigation and structural interviewing; Second, based on the data, the relationship among achievement goal, English learning strategy and English academic performances of sports majors is analyzed. The purpose is to prove whether sports majors’ achievement goal exerts a positive influence on their English scores through the application of English learning strategies and construct the mediator model of sport majors’ English academic performance;thirdly, one experimental class and one comparative class is selected from the sport majors who finished the questionnaires. The experimental class takes part in English learning training experiment that lasts 25 weeks. The experiment is to observe whether the students in the experimental class has upgraded their application level of English learning strategies and finally improved their English learning outcomes. The results of this paper are as follows: Firstly, sports majors’ achievement goal level is lower than science and arts majors’. Sports majors possess the performance-avoid goal in learning and they just show lower motivations in mastering knowledge and pursuing good learning outcomes. However, science and arts majors have the strongest motivation to master profound knowledge and pursue highest scores. There is a significant gender and grade difference found in sports majors and science and arts majors’ achievement goal level and the application of English learning strategies. The achievement goal level of both male and female sports majors in grade 2006 and grade 2007 is lower than science and arts majors’ and they adopt the performance-avoid goal in learning. Secondly, in total, sports majors don't adopt English learning strategies to learn English, but the fact is opposite to science and art majors, especially in the application of cognitive strategy, meta-cognitive strategy and communicative strategy. There is a significant gender and grade difference found in the application situation of English learning strategies of sports majors and science and arts majors. Sports majors in grade 2007 are more frequently to apply English learning strategies than Sports majors in grade 2006. The level of the application of affective and communicative strategies of female sports majors is higher than male sports majors, but in terms of applying meta-cognitive strategy, male sports majors are superior to female sports majors. They just have the same level in adopting the cognitive strategy. There is no significant gender and grade difference found in science and arts majors. Thirdly, sports majors that adopt performance-approach goal and mastery goal have a relatively strong motivation to acquire English skills. By applying the cognitive strategy, meta-cognitive strategy, communicative strategy and affective strategy, sports majors can improve their English skills and scores. Conversely, sports majors with performance-avoid goal have a lower motivation to study English. It is hard for those to improve English scores. Namely, sports majors with performance-approach goal and mastery goal is supposed to take the advantage of applying the cognitive strategy, meta-cognitive strategy, communicative strategy and affective strategy adeptly and appropriately so as to make progresses in English academic performances. Fourth, compared to the comparative class, students in the experimental class learn to make full use of the cognitive strategy, meta-cognitive strategy, communicative strategy and affective strategy in acquiring English skills after undertaking the 25 weeks English learning strategies training experiment. After taking part in English level test, the experimental class has made progresses in the results. However, there is no significant difference in the application level of English learning strategies and English academic performances of the comparative class before and after the training experiment.