本文是一篇语言学论文，基于二语和三语学习者使用学习策略的主题，本研究的主要发现可以总结如下：首先，根据对策略使用总体趋势的描述性统计，二语和三语学习者都使用了中等水平的学习策略。许多学者通过进行一系列实践研究（例如，Katrin&Leijen，2018；Zoe&Maria，2018），证实牛津大学的SILL具有高度的信度和效度。从收集到的问卷数据来看，在严格删除了一些不合理的问卷后，参与者在关于使用的策略的问题选项上几乎没有偏离样本，这些问卷中的策略量表排名极高或极低，或者只是完全无效的空值，从而确保数据分析的良好可靠性。因此，在本研究中，二语和三语学习者所反映的适度策略使用趋势是可信的。
Chapter1 Introduction
1.1Background to the study
Language-learning strategies are defined as “conscious actions that learners taketo improve their language learning” (Anderson, 2005, p. 757). Some researchers havereached a conclusion that language learning strategies have the potential to facilitatelanguage learning (e.g., MacIntyre & Noels, 1996；Nyikos & Oxford, 1993；Oxford &Crookal, 1989). Undoubtedly, an effective application of language learning strategies(hereafter LLS) has a great significance for the development of learners’ languagelearning quality.
Early research on LLS mainly focused on the discussion of LLS’ concepts andclassifications. With respect to the concepts of LLS, which have been defined innumerous ways over decades (e.g., Anderson, 2005; Chamot, 1987; Cohen, 1998,2019; Elis, 1994; Griffiths, 2013; O’Malley & Chamot, 1990; Oxford, 1990; Rubin,1975, 1987; Torres, 2013; Tseng & Schmitt, 2006; Wen, 1996, 2002; Wenden, 1987)and also some definitions on LLS severely criticized existed (e.g., Dörnyei & Skehan,2003; Macaro, 2006; Stern, 1987). Regarding the classification of LLS, the earlystudies were mostly descriptive, which summarized the common characteristics ofexcellent language learners by observing their learning behaviors, personalitypreferences or by investigating their psychological traits and learning strategy usewith the help of interviews and questionnaires (e.g., Bialystock, 1978; Brown, 2000;Cohen, 1998; Fillmore, 1976, 1979; Naiman, 1978; O’Malley & Chamot, 1990;Oxford, 1990; Rubin, 1975, 1981; Stern, 1975; Wen, 1993). The current studies onLLS have gradually investigated learners’ strategy use in connection with somerelevant variables (E.g. age, gender, motivation, learning style, language proficiency,cultural background and etc.) by resorting to the analysis mechanisms of quantitativeand qualitative research (e.g., Hanan & Al-Dail, 2019; Negari, 2013; Ozgul & Selma,2018; Sulaiman, 2018).
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1.2 Objectives of the study
Based on the previous studies concerning LLS, it was not difficult to find thatmore attention was paid to the strategy use of L2 learners or L3 learners unilaterally,while little focus was taken on the comparative analysis of learning strategy usebetween L2 and L3 learners. Additionally, most domestic scholars tend to regardEnglish as the subjects of research due to a high popularity of English language itself.However, the studies in which more additional languages were taken as the main lineof research were scarce relatively.
Taking the aforementioned two main points into consideration, the study takes English majors and Japanese majors as the subjects of research, aiming to analyze andcompare their learning strategy use by resorting to six categories of strategiesincluded in Oxford’s Strategy Inventory for Language Learning (hereafter SILL). Atthe same time, this study also targets at providing a reference and guidance foroptimizing the learning methods of L2 and L3 learners through integrating somecrucial factors influencing learning strategies use of L2 and L3 learners, thuspromoting the improvement of foreign language teaching quality better on this basis.
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Chapter 2 Literature Review
2.1 Theoretical framework
2.1.1 Fundamental concepts
This section mainly introduces some fundamental concepts connected with LLSin the present study.
The definitions of LLS have always been debated for a long time among scholars.Chamot (1987) put forward that learning strategies are skills, methods and consciousbehaviors used to optimize learning process and strengthen the memory of languageand information. Ru
