本研究采用Oxford(1994)的SILL调查表,以浙江树人大学日语专业学生为例,为明确中国人日语学习者学习策略进行了调查.结果可知,尽管学习者经常采用补偿策略、社交策略、元认知策略,但是各班使用的策略及频度不同.一方面,从二年级全体情况来看记忆策略的使用频率最低,但这并不意味着学习者没有使用记忆策略.这次的调查无法明确学习者所使用的记忆策略,这将成为今后的课题. This study uses the Oxford (1994) SILL questionnaire to Zhejiang Shuren Japanese majors as an example to clarify the Chinese Japanese learners learning strategies were investigated.The results show that, although learners often use compensation strategies, social strategies, Metacognitive strategies, however, vary in the strategies and frequency of classes used.On the one hand, memory strategies are used the least in terms of overall sophomore performance, but this does not mean that learners do not use memory strategies. It is not possible to define the memory strategy used by learners. This will be the topic of the future.