A Study of Relationships between the CI Scores (E-C) of High-score & Low-score Groups and Their Language Learning Strategies

Abstract

This paper investigates the relationships between language learning strategies and consecutive interpretation (CI) scores (E-C) of 120 English major students in China through a quantitative study. The analysis shows that there exist significant differences of using meta-cognitive strategy and cognitive strategy between high-score group and low-score group, sub-CI scores are positively correlated with the two strategies, and meta-cognitive strategy can positively predict the total scores. This indicates that the use of language learning strategies does have an impact on interpreting study.