The importance of the English teacher for the development of interest by students in the learning of English is discussed. In the Chinese context, the teacher is regarded traditionally as knowledgeable and the source of learning by students. Commonly, learners have no idea why English language is important to them and their interest in English relies on their teacher. A few perspectives are discussed regarding teachers as motivators of the successful learning of English.

The correlation between motivational intensity and language learning has been explored to gain insights into why the learning of English has been poor in China. Hitherto, the learning of English as a foreign language in China has been taken for granted; unless effort is expended a measure of motivational intensity failure ensues. Success will only be achieved if learners understand the importance of learning English.

Issues regarding English language learning such as pronunciation, motivation and learning strategies are raised. Li Yang, an example of successful learner is cited for learners who are less successful in China. Fundamental issues that need to be dealt with include pronunciation. Phonetics is an area where there has been little emphasis in foreign language learning in Chinese schools but good learners of English commonly exhibit good pronunciation.

Research on language learning strategies is not new. Numerous books have been written on the process of learning and the efficiency of learning English. Some English learning strategies are discussed in this paper to identity how they are defined and used and how they are determined by contexts and cultures.Culture plays an important role in language learning and this leads to various learning strategies. Learning strategies used in one culture might be different from another, but, the central points are to achieve goals and purposes in learning.