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艺术专业学生英语学习策略调查与分析的综述报告IntroductionAsEnglishhasbecomeagloballanguage,theproficiencyinEnglishhasbecomenecessarynotonlyforcommunicationbutalsoforcareeradvancement.Inthefieldofart,proficiencyinEnglishisincreasinglyimportantforstudentstounderstandthelanguageusedinarthistory,critiques,andcontemporaryart.Therefore,identifyingeffectiveEnglishlearningstrategiesforartstudentsiscrucial.ThispaperaimstoprovidealiteraturereviewofEnglishlearningstrategiesforartstudentsinordertoidentifyeffectiveandinnovativepractices.BackgroundEnglishlanguagelearningstrategies(LLS)refertostudents’techniquesforapproachingandmasteringlanguagelearning(Chamot&O'Malley,1994).ResearchershaveidentifiedvariousLLS,includingcognitivestrategies,suchasmakinginferencesandsummarizing,metacognitivestrategies,suchasgoalsettingandself-monitoring,andsocialstrategies,suchasaskingforhelpandcollaboratingwithpeers(Oxford,1990).ResearchhasalsohighlightedtheimportanceofcontextindeterminingeffectiveEnglishlearningstrategies.Inthecontextofart,studentsfaceuniquechallengesinlearningEnglish.Firstly,artstudentsoftenhaveadifferentperspectiveonlanguagelearningthanotheracademicdisciplines.Forexample,theymayprioritizevisuallearningornon-verbalcommunicationoververballearning(Kemper,2016).Secondly,studentsinartmajorsmayhavelimitedexposuretospecializedvocabularyusedinEnglish-languageartdiscourse(Hermans&VanderSanden,2019).Lastly,artstudentsmaystrugglewithlanguageanxiety,astheEnglishlanguagemaynotbetheirfirstlanguage,andtheymayfearmakingmistakesintheirusageofthelanguage(Kemper,2016).EnglishLearningStrategiesforArtStudentsResearchonEnglishlearningstrategiesforartstudentsislimited.However,somescholarshaveidentifiedsomestrategiesthatareeffectiveinthiscontext.1.UseofvisualaidsAsvisuallearningisoftenemphasizedinart,visualaidscanbeausefultoolforEnglishlanguagelearning.Forexample,studentscanuseillustrations,pictures,anddiagramstohelpthemunderstandandremembernewvocabularywords.Additionally,teacherscanusevisualaids,suchasmoviesandartwo