Abstract:College English Test Band 4(CET4) is one of the exams to check non-English major students’ English proficiency, and our society cares more and more about English skills so CET4 is as an impotent certification for them to improve their English skills. Naturally CET4 has become an integral part of college students’ daily learning.

　　　In recent decades, Western applied linguists and psychologists have carried out a large number of empirical researches on individual differences of students, the results show that a set of teaching method is not so suitable for all language learners. But in our country there are very few articles integrating the learning strategy of the personal characteristics with the CET4 scores. So it is a very important college English learning subject for non-English majors as a huge English learning group to improve their English skills. This study investigated the general level of CET4 learning strategies implemented by the non-English majors in different college with the questionnaires and interviews. It was found that: Most of students failed to find out the cause influencing CET4 scores so that their knowledge about learning strategies is not systematic. According to the factors related to affect CET4 scores, it is suggested that non-English majors should improve their learning strategies.  

Key Words：non-English majors， College English Test Band 4(CET4)， differences of  scores，cause， learning strategies

摘要:大学英语四级考试（CET4）是检验非英语专业大学生英语水平的考试之一,社会上对大学英语四级考试证书也较为认同。因而英语四级的学习已经成为大学生日常学习中不可或缺的一部分。

　　　近几十年来，西方应用语言学家和心理学家开展了大量关于学习者个别差异的实证研究，研究结果表明一套学习方式并不能适合所有的外语学习者。但是在我国针对个体特点的学习外语策略与大学英语四级考试成绩关系的文章甚少。然而，非英语专业的大学生作为一个庞大的学习群体，提高他们的英语成绩是大学英语学习的一个重要课题。本文通过问卷和访谈针对不同高校的非英语专业大学生CET-4的学习情况反映出的学习英语的策略水平进行了初步调查和探讨。调查结果表明：大部分非英语专业学生没有找出影响CET4成绩的原因造成对学习策略的理解和认知水平还不够科学和系统。本论文认为非英语专业学生学习策略还有待加强,并对学习策略的培养提出改进建议方法。

关键词: 非专业英语学生 英语四级考试  成绩差异 原因 学习策略