简介：Despitethatlanguagelearningstrategy(LLS)hasbeenheatedlydiscussedsinceitsemergencein1975,itsconceptualization,categorizationandstrategytrainingmodelsarestillindispute.However,whatcommonlyrevealedbymoststudiesisthatthereisapositivecorrelationbetweentheuseoflanguagelearningstrategyandlanguagelearners’performance.ThispaperappliesDornyei’sclassification,knownascognitivestrategies,metacognitivestrategies,socialstrategiesandaffectivestrategies.ByreviewingpreviousstudiesontheapplicationofmetacognitivestrategyinEnglishasasecondlanguage(ESL)readingcomprehension,plentyofusefulimplicationsforreadingpedagogyaresuggested.Itfurtherexplainshowcertainimportantmetacognitivestrategies,namelySemanticMapping(SM)andExperience-Text-Relationship(ETR),canbeimplementedinsecondlanguagereadingcomprehension,aimingtoencouragelanguagelearnerstobeawareoflearningstrategies,“learnhowtolearn”(Cohen,1988,p66)!

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简介：Thispaperaimsatdiscoveringwhatamongcommunicativeability,linguisticabilityandwritingstrategymostaffectsEnglishwritingabilityofnon-EnglishmajorsatChina’scolleges.Throughtheanalysisofcommunicativeproficienciesandlinguisticproficienciesoffoursubjectsobtainedfromtheircompositions,itisfoundoutthatneithertheircommunicativeabilitynortheirlinguisticabilityisthekeyfactor.ThustheauthorconcludesthatwritingstrategymaybecrucialtoEnglishwriting.Thepreliminaryconclusionisfurtherconfirmedwithquestionnaires.

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