This paper relates a study of language learning strategies used by Chinese elementary school students and discusses their relationship to the students' scores. The results of a students strategy inventory indicate that (1) High-scoring students had a frequent use of the learning strategies, and there were striking differences between high-scoring and low-scoring students in their use of the cognitive strategies, affective strategies and social strategies. (2) Cognitive strategies and metacognitive strategies demonstrated significant correlation with the scores of high-scoring students while cognitive strategies and social strategies demonstrated significant correlation with the scores of low-scoring students. Finally, some practical suggestions are made for English teachers.
