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The relationship between language learning strategy preferences and English proficiency among students puzzles many English lea

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问题     The relationship between language learning strategy preferences and
English proficiency among students puzzles many English learners.
    Language teachers and researchers have long observed that some
learners acquire English as the second or foreign language more quickly  【S1】______
and effectively than others. The nature of this marking discrepancy  【S2】______
among learners has captured the attention of practitioners and researchers
worldwide. Over the past four decades, researchers have identified a
number of cognitive, affective, and sociocultural factors such as  【S3】______
significantly contributing to this variety in second language acquisition.  【S4】______
From this body of research, language learning strategies consistently
have emerged as a particularly significant variable. LLSs are defined as
"specific actions taking by the learner to make learning faster, more  【S5】______
enjoyable, more self-directed, more effective, and more transferable to
new situations". Stated other way, learning strategies are "measures that  【S6】______
students can take to promote their own learning success". Although
other scholars within the field of SLA have conceptualized and classified
learning strategies in a variety of ways, Oxford developed the most
comprehensible model to date. Oxford designed a strategy assessment  【S7】______
survey based on her classification system. This assessment tool, the
Strategy Inventory for Language Learning, is current recognized as the  【S8】______
most comprehensive instrument for identifying strategy preferences of
language learners. As of 1995, it had been used in over 45 major studies
involving in approximately 8,500 learners worldwide. Research findings  【S9】______
from these studies involving SILL learning strategies have recurrently
indicated significant variation in learning strategy preferences based a  【S10】______
number of learner variables, including gender, motivation, setting,
cultural background, attitudes/beliefs, learning styles, and language
proficiency.
【S5】
选项
答案taking—taken
解析 非谓语动词误用。该句意为“LLSs被定义为‘学习者采取的具体行动使得学习变得更加快捷、有趣、自主、高效，以及适应不同的新情况’。”此句中的taken为后置定语，修饰前面的actions，因为有被动含义，因此使用动词的过去分词形式taken。
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