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

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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 among 【S2】______
   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 【S7】______
   model to date. Oxford designed a strategy assessment survey based on her
   classification system. This assessment tool, the Strategy Inventory for
   Language Learning, is current recognized as the most comprehensive 【S8】______
   instrument for identifying strategy preferences of language learners. As of
   1995, it had been used in over 45 major studies involving in approximately 【S9】______
   8,500 learners worldwide. Research findings from these studies involving
   SILL learning strategies have recurrently indicated significant variation in
   learning strategy preferences based a number of learner variables, including 【S10】______
   gender, motivation, setting, cultural background, attitudes/beliefs,
   learning styles, and language proficiency.
【S5】
选项
答案taking一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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