Author(s)

Zibing Han

Corresponding Author

Zibing Han

ABSTRACT

According to previous studies, the research of English learning strategies mainly focuses on English major students in China. English learning strategies of non-English majors clearly lack of enough attention. This paper aims to explore the differences and similarities of non-English major students’ English learning strategies (memory strategy, cognitive strategy, metacognitive strategy, affective strategy) based on the survey of 376 non-English major college students to employ Situated Cognition to promote learning outcomes and teaching effects of college students specifically and pointedly. It turns out that there still exist some problems about the application of English learning strategies among non-English major students, which means that these strategies need to be enhanced further. This study suggests that Situated Cognition should be applied in real English teaching process in college, which will not only help students examine their learning strategies but assist teachers using more effective methods to help students advance their learning effects.

KEYWORDS

Situated Cognition, learning strategies, English learning, non-English majors