本文基于O’ Mally& Chamot学习策略理论为理论，[语句不通，改为：本文以O’ Mally& Chamot的学习策略理论为依据，结合迁移理论，采用实证研究方法，把广西大学外国语学院泰语专业73名本科生作为抽样对象，展开问卷调查，调查问卷改编自Oxford SILL学习策略量表，使用SPSS软件进行数据统计，随后选取部分调查对象进行访谈，通过以上调研得出.......的结论。
关键词：学习策略 迁移理论 语言学习
The relevant knowledge and skills of the mother language and first foreign language has deeply planted in the minds of the students. When learning second language, it is difficult for students to get rid of the influence of the controlled foreign language. Therefore, English as second foreign language shall help student to transfer from knowledge and skills of one language to another language learning. This study will explore effective ways for students to master and understand 2nd language.
This dissertation will use empirical research. Through questionnaires and interviews, taking learning strategy theory developed by O Mally & Chamot and transfer theory as the theoretical basis, it will take 73 undergraduates of Thai major in School of Foreign Languages, Guangxi University to study application of the transfer theory, and how to improve study effect in 2nd foreign language.
1.2Significance of the Study
In 1990 ,O 'Malley & Chamot has classified learning strategies into three types of metacognitive strategies, cognitive strategies and social affective strategies. From the 1940s to the 1950s, American linguists first proposed the transfer theory (Skehan, 1989).. Learning strategies and transfer theory have been analyzed and discussed by linguists in width and depth. However, combination of learning strategy and transfer theory is a blank area in existing academic study (Richards, & Sukiwiwat,1983).
With China's economic development, China has opened up to the outside world. Guangxi, as a gateway of China to ASEAN, it has a increasing demand for languages translation and higher skills if language for communication in all field. In addition, ASEAN countries generally use English as their official language. Therefore, it is meaningful for minority's foreign language learners to improve their English skill, therefore, this subject enables to provide important reference for large amount of language student and teacher to improve effectiveness of learning and teaching.
This study will conduct the preliminary study in form of literature review, it includes literature strategy, theory of transfer and existing home and abroad study on the foreign language learning strategy. Based on this preliminary study, it enables to design the research framework, and choose right sampling method, data analysis and collection in order to answer the research question, and then it will further to make analysis and discussion. Based on the findings, it will provide conclusion and recommendation accordingly.[不用分点了，直接按主题分段落写]
Part IILiterature Review
2.1 Learning Strategies
2.1.1 Definition of Learning Strategies
There are diversified definitions on learning strategy. In overall, learning strategy is widely defined as specific actions, behaviors, steps, or techniques to be taken for effective learning. It has defined that learning strategies is a systematic operations, steps, plans, routines used by the learner to acquire information, knowledge and skill(张庆宗,2004). Learning strategies is a term referring to the processes and actions that are consciously deployed by learners to help them to learn effectively. It can be also defined as a concept of learning to facilitate learners’ consciously engagement in activities to achieve certain learning goals(王文静,2004).
2.1.2 Classification of Learning Strategies
There is diversified review on the classification of learning strategies. Among various classifications of learning strategies, all the classification have many similarities, but there is no consensus. In which, many researchers have focused on how successful or failure of learners (Nyhus, 1994). And it has found that different learner shall use different learning strategies which these strategies are effective for learning. Another classification is successful learning strategy and failure strategy. It has found that once successful learning strategies were identified, they can be transferred and learned by less successful learners to improve their learning effect. Since the publication of books by O’Malley and Chamot (1990), it has attracted a lot of attention in the field of second language acquisition(文秋芳, 王立非,2007; Zhang, 2012). O’Malley and Chamot (1990) classified into three types including metacognitive strategies, cognitive strategies and social affective strategies(张庆宗;2004; 文秋芳, 王立非,2007). In which, metacognitive strategies focus on selective attention, planning, monitoring and evaluating learning activity, cognitive strategies focus on rehearsal, organization, inferencing, summarizing, reducing, imagery, transfer, and elaboration, and social affective strategies advocate cooperation, questioning for clarification, and self-talk(文秋芳, 王立非,2007). Cognitive strategies enable the learner to have good command of the language material in direct ways such as reasoning, analysis, note, summarizing, comparing, synthesizing, outlining, reorganizing information. Metacognitive strategies is mainly based on one’s own learning style preferences in order to manage the learning process overall(文秋芳, 王立非,2007; 钟振华,2017). Among native English speakers learning foreign languages process, it has found that metacognitive strategies can have significant, positive, direct effect on cognitive strategy(Nyhus,1994;Zhang,2012).
Memory-related strategies help learner to memorize large numbers of content. Compensatory strategies are widely used to guess from the context in listening and reading; it help the learner make up for missing knowledge. It can be also taken as a form of communication strategies which are intended only for language use(Nyhus,1994; Sharwood,1994).
It has studied on EFL learners in Thailand, he has found that affective strategies is negative correlated with language proficiency (Zhang,1994). One reason lies in that some student’s progress toward proficiency cannot be reached as the affective learning strategy is no longer applicable to actual stage of learner. Social strategies refer to learning by doing a social task, talking with a native-speaking person to explore their exploring cultural and social norms(刘津开,2002).
2.1.3 Previous Studies of Learning Strategies
The existing study of learning strategy is most widely used survey, there are dozens of published studies around the world, it covers learning in all aspects of learning object and main body of learner(Sharwood,1994)
. These various learning strategy have mostly explored research results for method and learning effectiveness and learning outcome. How these learning strategy has impacted on the motivation, gender, age, culture, academic major etc(Zhang,1994)
2.2 Theory of Transfer
2.2.1 The Concept of Transfer
Transfer can also mean “the carry-over or generalization of learned responses from one type of situation to another”, especially “the application in one field of study or effort of knowledge, skill, power, or ability acquired in another” (Richards, & Sukiwiwat, 1983). The use of “transfer” in “linguistic transfer” is such an example. By linguistic transfer, we mean Transfer refers to generalization of learned responses from one situation to another situation in learning process(刘津开,2002). The use of “transfer” in “linguistic transfer “means that learners carry over to or generalize in their knowledge of their native language to help with learning on target language (Selinker,1983).
2.2.2 Learning Transfer in Second Language Acquisition
The results show that there are two types of types if transfer from mother language in learning process. One is the general and universal transfer, it includes transfer strategy to have ability to analyze the problem solving problem. This kind of transfer helps student to learn by similarity and difference between mother language and target language (Richards& Sukiwiwat, 1994) .Another type of transfer can be referred to as a policy usage pattern. There are differences among students in learning, the better learner can effectively transfer task-based policy usage patterns; the poor students transfer to their fixed policy usage patterns(Selinker,1983; Richards& Sukiwiwat, 1994). The study area of the handicapped is called the learning disability or the transfer of learning difficulties. Different strategies use their own pattern to influence the effect of guess the word. Experiments show that good reading habits can be transferred to foreign language reading and the same learning disabilities or difficulties can also be transferred to the foreign language learning process. Therefore, foreign language teaching, teachers should develop students good study habits and master learning strategies in order to tap their learning potential(刘津开,2002; 王文静,2004)
2.3 Previous Studies of Language Learning Strategies
2.3.1 Foreign Studies on Learning Strategy
It has been widely recognized by domestic academic that foreign language learning strategy is a key factor that affects the success or failure of foreign language acquisition(刘津开,2002; 王文静,2004; Nyhus,1994). Although there are diversified definition and classification of foreign language learning strategies, domestic academic put forward their own views from different perspectives and methods, and so far they have not reached a unified understanding (Kasper ,1992). There are many researchers and specialists do some researches on comparison between successful learners and failure learners(徐晓东,2003). Western learning strategy has always been learner-focused, teachers explain and guide model. Western study is more focus on learning strategy than domestic. There is wide study by empirical study than analysis. Western academic study in thus field is more diversified and integration of theory and practice and unity. Some strategies and assessment strategies has been developed in a more structural way (Selinker,1983; Zhang,1994).
2.3.2 Domestic studies on Learning strategy
Most domestic researcher has explored that there are strong relationship between motivation and academic performance (王文静,2004; 文秋芳, 王立非,2004). For example, some researcher has talked about the impact of students 'psychological factors, social factors and language learning strategies on English learning process(文秋芳, 王立非,2004; 徐爱华,2014; Skehan,`1989). The motivation is key for foreign language learning and majority Chinese students' learning motivation is mainly based on tools instead of learning strategy as west student. It has been analyzed that the social psychological factors in language learning is not common(刘津开,2002; 徐爱华,2014)