填空题. The relationship between language learning strategy preferences and English proficiency among students puzzles many English learners. Language teachers and researchers have long observed that some learners acquire English as the second or foreign language more quickly 1 and effectively than others. The nature of this marking discrepancy among 2 learners has captured the attention of practitioners and researchers worldwide. Over the past four decades, researchers have identified a number of cognitive, affective, and sociocultural factors such as 3 significantly contributing to this variety in second language acquisition. 4 From this body of research, language learning strategies consistently have emerged as a particularly significant variable. LLSs are defined as "specific actions taking by the learner to make learning faster, more 5 enjoyable, more self-directed, more effective, and more transferable to new situations". Stated other way, learning strategies are "measures that 6 students can take to promote their own learning success". Although other scholars within the field of SLA have conceptualized and classified learning strategies in a variety of ways, Oxford developed the most comprehensible 7 model to date. Oxford designed a strategy assessment survey based on her classification system. This assessment tool, the Strategy Inventory for Language Learning, is current recognized as the most comprehensive 8 instrument for identifying strategy preferences of language learners. As of 1995, it had been used in over 45 major studies involving in approximately 9 8,500 learners worldwide. Research findings from these studies involving SILL learning strategies have recurrently indicated significant variation in learning strategy preferences based a number of learner variables, including 10 gender, motivation, setting, cultural background, attitudes/beliefs, learning styles, and language proficiency.