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【Abstract】Business English majors need to acquire business knowledge and high English proficiency. In order to meet the academic requirements， these students need to improve their English leaning efficiency. This paper reviews factors influencing the selection of learning strategies of business English majors for better English performance.
【Key words】influencing factors； business English majors； learning strategies
1. Introduction
A booming number of students choose business English majors. These students are facing challenges from two aspects： business knowledge learning and English skills training. To meet academic requirements， these students may need to employ more language learning strategies to achieve better English competence. This paper will introduce language learning strategies and briefly analyze factors influencing the selection of learning strategies of business English majors.
2. Language learning strategies
2.1 Definitions of language learning strategies
Language learning strategies have been developed from 1970s. Rubin （1975） defined language learning strategies as tools that excellent language learners may use for achieving knowledge. Stern （1975） compared the different behaviors between excellent and poor language learners and defined language learning strategies as particular forms of observable behaviors. Chamot （1987） analyzed language learning strategies from functional perspective and referred the term as techniques or methods or purposeful actions that language users take to facilitate learning linguistic and content information. Tarone （1980） concerned more from social aspect and added sociolinguistic information to the area of learners’ information acquisition. Rubin （1987） redefined this term from the angle of learning effect and viewed strategies as a whole to develop the language system. Oxford （1990） gave a comprehensive definition of this term since it covered all processes of language learning including internalization， storage， retrieval and use of the new language and considered the language development of L2 learners.
2.2 Classifications of language learning strategies
O’Mally and Chamot （1990） divided language learning strategies into three major categories： metacognitive， cognitive and social/affective strategies. The three-way classification can be used as conceptual framework to various language learning tasks. They pointed out that metacogintive were used to describe the executive skills involving planning， monitoring or evaluating successful learning activity while cognitive strategies were relevant to cognitive process， such as perceiving and problem-solving， which facilitated to gain information to improve learning. What’s more， social/affective strategies were related to mental or psychological process， including “cooperation， question for clarification and self-talk” （O’Mally and Chamot， 1990， p.44）. Oxford （1990， p.35-55） developed their theory and categorized learning strategies into two main groups， direct strategies and indirect strategies. In his subcategories， memory， cognitive and compensation strategies were under direct group， whereas meta-cognitive， affective and social strategies were under indirect group. Stern （1992， pp. 262-266） further developed Oxford’s theory and divided language learning strategies into five categories： “management
【Key words】influencing factors； business English majors； learning strategies
1. Introduction
A booming number of students choose business English majors. These students are facing challenges from two aspects： business knowledge learning and English skills training. To meet academic requirements， these students may need to employ more language learning strategies to achieve better English competence. This paper will introduce language learning strategies and briefly analyze factors influencing the selection of learning strategies of business English majors.
2. Language learning strategies
2.1 Definitions of language learning strategies
Language learning strategies have been developed from 1970s. Rubin （1975） defined language learning strategies as tools that excellent language learners may use for achieving knowledge. Stern （1975） compared the different behaviors between excellent and poor language learners and defined language learning strategies as particular forms of observable behaviors. Chamot （1987） analyzed language learning strategies from functional perspective and referred the term as techniques or methods or purposeful actions that language users take to facilitate learning linguistic and content information. Tarone （1980） concerned more from social aspect and added sociolinguistic information to the area of learners’ information acquisition. Rubin （1987） redefined this term from the angle of learning effect and viewed strategies as a whole to develop the language system. Oxford （1990） gave a comprehensive definition of this term since it covered all processes of language learning including internalization， storage， retrieval and use of the new language and considered the language development of L2 learners.
2.2 Classifications of language learning strategies
O’Mally and Chamot （1990） divided language learning strategies into three major categories： metacognitive， cognitive and social/affective strategies. The three-way classification can be used as conceptual framework to various language learning tasks. They pointed out that metacogintive were used to describe the executive skills involving planning， monitoring or evaluating successful learning activity while cognitive strategies were relevant to cognitive process， such as perceiving and problem-solving， which facilitated to gain information to improve learning. What’s more， social/affective strategies were related to mental or psychological process， including “cooperation， question for clarification and self-talk” （O’Mally and Chamot， 1990， p.44）. Oxford （1990， p.35-55） developed their theory and categorized learning strategies into two main groups， direct strategies and indirect strategies. In his subcategories， memory， cognitive and compensation strategies were under direct group， whereas meta-cognitive， affective and social strategies were under indirect group. Stern （1992， pp. 262-266） further developed Oxford’s theory and divided language learning strategies into five categories： “management