摘要: The purpose of this study is to examine the relationships between achievement goals and use of learning strategies，achievement of students from Anhui province attending the CET-SET in their oral English learning.A questionnaire d... 展开 The purpose of this study is to examine the relationships between achievement goals and use of learning strategies，achievement of students from Anhui province attending the CET-SET in their oral English learning.A questionnaire distributed to 131 students after they took the oral English test iS used to determine students’difrerent goal orientations．and use of learning strategies.The results show that mastery orientation is positively correlated to use of surface cognitive strategies，deep cognitive strategies，metacognitive strategies，and achievement when such an orientation is salient；performance-approach orientation is also beneficial to achievement，unrelated to use of cognitive strategies，metacognitive strategies；performance．avoidance orientation is detrimental to use of deep cognitive strategies,metacognitive strategies and achievement，but unrelated to surface cognitive strategy use.Endorsing both mastery and performance-approach goals is as adaptive as endorsing mastery goals alone.Gender exerts no influence on the endorsement of achievement goals or learning strategy use. 收起