O’Malley & Chamot (1985) generated their classifications about language learning strategies from three board categories—metacognitive, cognitive, and social mediating strategies。 The last one later becomes social/affective categories in their study in 1900。 O’Malley & Chamot (1900) regarded metacognitive learning strategy as “high order executive skills” (Brown, et al。, 1983, cited in P44) consisting of considering learning process, planning, monitoring learning, or self-evaluation after finishing tasks。 As for cognitive learning strategy, it “operates directly on incoming information, manipulating it in way that enhance learning” (P44), mainly including repetition, summarization, organization, inference, elaboration, and deduction。 And social/affective learning strategy is a way of using social interactions or mental control about affection to promote understanding, acquiring or retention of information, prominently including cooperation and self-talking。 Admittedly, they depicted learning strategies in a very detailed way such as cognitive and metacognitive function, while, the existing drawback is that little attention paid to the social/affective part。