A brief analysis of factors influencing the selection of language learning strategies of business EnXU+Ying【Abstract】BusinessEnglishmajorsneedtoacquirebusinessknowledgeandhighEnglishproficiency.Inordertomeettheacademicrequirements，thesestudentsneedtoimprovetheirEnglishleaningefficiency.ThispaperreviewsfactorsinfluencingtheselecionoflearningstrategiesofbusinessEnglishmajorsforbetterEnglishperformance.【Keywords】influencingfactors；businessEnglishmajors；learningstrategies1.IntroductionAboomingnumberofstudentschoosebusinessEnglishmajors.Thesestudentsarefacingchallengesfromtwoaspects：businessknowledgelearningandEnglishskillstraining.Tomeetacademicrequirements，thesestudentsmayneedtoemploymorelanguagelearningstrategiestoachievebetterEnglishcompetence.ThispaperwillintroducelanguagelearningstrategiesandbrieflyanalyzefactorsinfluencingtheselecionoflearningstrategiesofbusinessEnglishmajors.2.Languagelearningstrategies2.1DefinitionsoflanguagelearningstrategiesLanguagelearningstrategieshavebeendevelopedfrom1970s.Rubin1975definedlanguagelearningstrategiesastoolsthatexcellentlanguagelearnersmayuseforachievingknowledge.Stern1975comparedthedifferentbehaviorsbetweenexcellentandpoorlanguagelearnersanddefinedlanguagelearningstrategiesasparticularformsofobservablebehaviors.Chamot1987analyzedlanguagelearningstrategiesfromfunctionalperspectiveandreferredthetermastechniquesormethodsorpurposefulactionsthatlanguageuserstaketofacilitatelearninglinguisticandcontentinformation.Tarone1980concernedmorefromsocialaspectandaddedsociolinguisticinformationtotheareaoflearnersinformationacquisition.Rubin1987redefinedthistermfromtheangleoflearningeffectandviewedstrategiesasawholetodevelopthelanguagesystem.Oxford1990gaveacomprehensivedefinitionofthistermsinceitcoveredallprocessesoflanguagelearningincludinginternalization，storage，retrievalanduseofthenewlanguageandconsideredthelanguagedevelopmentofL2learners.2.2ClassificationsoflanguagelearningstrategiesOMallyandChamot1990dividedlanguagelearningstrategiesintothreemajorcategories：metacognitive，cognitiveandsocial/affectivestrategies.Thethree-wayclassificationcanbeusedasconceptualframeworktovariouslanguagelearningtasks.Theypointedoutthatmetacogintivewereusedtodescribetheexecutiveskillsinvolvingplanning，monitoringorevaluatingsuccessfullearningactivitywhilecognitivestrategieswererelevanttocognitiveprocess，suchasperceivingandproblem-solving，whichfacilitatedtogaininformationtoimprovelearning.Whatsmore，social/affectivestrategieswererelatedtomentalorpsychologicalprocess，including“cooperation，questionforclarificationandself-talkOMallyandChamot，1990，p.44.Oxford1990，p.35-55developedtheirtheoryandcategorizedlearningstrategiesintotwomaingroups，directstrategiesandindirectstrategies.Inhissubcategories，memory，cognitiveandcompensationstrategieswereunderdirectgroup，wherasmeta-cognitive，affectiveandsocialstrategieswereunderindirectgroup.Stern1992，pp.262-266furtherdevelopedOxfordstheoryanddividedlanguagelearningstrategiesintofivecategories：“managementplanningstrategies，cognitivestrategies，communicative-experientialstrategies，interpersonalandaffectivestrategies.However，theclassificationwasnotclear.Forexample，interpersonalstrategiesmayoverlapaffectivestrategies.Insomesituation，itisimpossibletodrawaclear-cutlinebetweentheabove-mentionedfivekindsofstrategies.CohenandWen2000groupedlearningstrategiesintotwoclasses：languagelearningstrategiesandlanguageusestrategies，whichseemstobemorecomprehensiveandconcise，butitisdifficulttodistinguishthetwotypesoflanguagelearningstrategiesinaparticularlanguagelearningactivity，especiallyinthesecondorforeignlanguagelearningcontext.TheresearchinthispaperwilladoptOxfordsmodelbecausemajorityofresearchersandscholarsbelievethatlanguageshouldbeusedforcommunication，whichexactlytheemphasisofOxfordstheory.endprint3.FactorsInfluencinglanguageLearningStrategiesAsahumanbeing，eachindividualmayapplylanguagelearningstrategiestocopewithdifferentlearningdifficulties.ThisstudyreviewsthefactorsinfluencingtheselecionoflanguagelearningstrategiesofbusinessEnglishmajorstoenhancetheEnglishcompetencyofbusinessEnglishmajors.3.1GenderasadeterminingfactorZheng2020provedthatfemaleandmalelanguagelearnersfavoreddifferentlanguagestrategiesandfemaleleanerersdevotedmoretimetolanguagelearningandusedmorelanguagelearningstrategies.Theresultconfirmedthegeneralbeliefthatfemalelearnerscaredmoreaboutlanguagelearningandlanguageusethanmalestudents.Inhisfinding，femalelearnerslikedtousemorememorystrategies，compensationandaffectivestrategiesthanmaleparticipantsinthestudy.Thus，womenandmenhavebornhumannatureinlanguagelearning，whichneedstobetakenintoconsiderationwhenexploringthefactorsinfluencingtheselectionoflanguagelearningstrategiesofbusinessEnglishmajors.3.2LanguageproficiencyasadeterminingfactorHan2020conductedanempiricalstudytoinvestigateEnglishlearningstrategiesbetweenhighandlowscoregroupofcollegeEnglishstudents.Thefindingrevealedthathighproficiencylearnersusedstrategymorefreq