The author has carried on the investigation in rural middle school, in Zhumadian City, Henan Province. In order to learn of rural junior middle school students how to use  learning strategies in the teaching mode, and to find out the gap with The New Curriculum Standards, so as to provide reference for relates goals of learning strategies of The New Curriculum Standards in the future teaching,
    This research embarks from the reality, which develops learning strategy questionnaire, and combines sample surveys with the case characteristics of  learning strategies in different gender, different grades of junior middle school students in Chinese rural setting. The finding reveals that the ability of the application of ELSs by JMSSs is at the medium level, and that the girls’ use are more frequently than the boys, however, the difference of grade is not obvious.
    This investigation of ELSs employed by Junior Middle School Students in Chinese rural settings has some crucial meanings. Firstly, it will confirm and enrich the existed relevant theory in this field. Secondly .This investigation of ELSs employed by JMSSs from Chinese rural settings will help them to learn what ELSs are, and orientate their direction in order to enhance efficiency of their learning and develop their learning autonomy and communicative ability.  Thirdly, the study will improve teaching skills and abilities of teachers coming from Chinese countryside.  Lastly, it will be beneficial to implement The New Curriculum Standards.(Wen 56-57)

II. Background Information of LLSs and the significance of the present study
 
    This section consists of definition of LLSs, the development of LLSs, the significance of the present study.
2.1 Definition and Categories of LLSs  
   Learning strategy, as a special term of psychology and educational psychology, is gradually formed after the concept of “ cognitive strategies” of Bruner. There is not an authoritative definition at present,  however, there exist three kinds of more popular explanations: learning strategies are about the procedures, methods and rules; learning strategies are the learning process of information processing; learning strategies are combing learning control with learning methods.
What are learning strategies? Stem believes that learning strategies only refer to the basic train of thoughts that language learners employ in the learning process. Oxford points out that learning strategies are some actions which learners took in order to make learning more effective, more independent, more interesting(Bialystock 68-84). Integrating Chinese and foreign scholars views, the author deems that learning strategies refers to  technique, methods and measures the learners adopt to realize their objectives that they can more efficiently learn, plan, arrange, monitor, evaluate their English learning activities.
The classification of learning strategies are various, such as language learning strategies are pided into three categories by O Malley and Chamot according to the information processing level, namely, metacognitive strategies, cognitive strategies, social strategies and affective strategies. Thanks to research needs, the authors uses the classification of Oxford, learning strategies of Oxford are pided into two categories: direct and indirect strategies. The direct strategies refer to the direct participation of language learning strategies , while indirect strategies are indirect support for language learning,by means of focused attention, planning, monitoring, evaluation, emotional control, enhancing cooperation and so fourth.
     Language learning strategy ( LLSs), as an important branch of second language acquisition, has been a heated topic in language teaching and learning. The New Curriculum Standards points out: “Language learning Strategies refer to various actions and steps we take for students to learn more effectively and use the foreign language.”(Wu 65 )  English Learning Strategies are composed of six parts : Memory Strategies ( MEMSTRs), Cognitive Strategies ( COGSTRs), Compensation Strategies ( COMSTRs), Metacognitive Strategies ( METSTRs) , Affective Strategies (AFFSTRs), Social Strategies (SOCSTRs).  As the following table of the classification of it: 农村初中生英语学习策略研究(2):http://www.751com.cn/yingyu/lunwen_31694.html