Abstract

For effective language learning and teaching, both learner skills and assumptions should be given due attention. In promoting this idea, students should be provided with the opportunity to clarify and assess their preferences, particularly in reference to definition of objectives in general and awareness of learning strategies. Moved with the conviction that learners and learners' preferences are crucial in the development of learner autonomy, we invited 200 students learning English at the PLA (People's Liberation Army) University of Foreign languages at Luoyang to state their views as to how they prefer learning English. Furthermore, 25 teachers working at the English department and the Graduate School with the same students were also invited to express their views regarding the extent of their awareness of their students' English learning preferences. The study had some significant findings, suggesting a need for a closer cooperation between students and teachers as to how learning activities should be arranged and implemented.

Key words: English learning preferences; Chinese college EFL learners; teacher-student cooperation