許多先前研究顯示出許多成功的語言學習者較傾向能夠使用多元的學習策略來加強與母語人士的溝通能力。反過來說，語言溝通能力較差的學習者不知道如何使用適合與有效的學習策略來提昇他們的口語溝通能力。這些研究建議語言學習策略對於溝通的能力可能具有影響的作用。大多數先前的研究都針對語言學習者的語言能力與其直接策略或是間接策略，對於學習者本身有關溝通能力的學習策略之研究比較少見。因此，本研究試圖針對台灣大學生對於溝通能力的四項語言學習策略：文法能力策略、社交能力策略、言談能力策略、使用策略能力策略的使用頻頻度來做研究。資料收集將使用問卷調查的方式進而提出二個研究問題：（一）、台灣大學生使用頻率最高的溝通能力學習策略有那些？（二）、台灣大學生使用頻率最低的溝通能力學習策略有那些？資料分析將使用描述性統計，研究結果與討論將提出理論暗示與教學暗示。

Many previous studies have pointed out that EFL learners tend to face communication breakdowns with native speakers because their traditional classroom and textbooks are not able to provide learners with sufficient pragmatically appropriate input. Other studies have also indicated that successful language learners tend to use a wide range of learning strategies to strengthen their communication skills with native speakers. On the other hand, less successful learners do not know how to choose the most appropriate and effective language learning strategies to enhance their speaking skills. This suggests the possible effects of using language learning strategies on learners' communicative competence. Most of previous research focused on L2 learners' direct and indirect strategies regarding their language proficiency. The number of studies that investigate L2 learners' learning strategies based on their communicative competence has been few. Therefore, this paper attempts to investigate Taiwanese university EFL learners' frequency of use of language learning strategies in the four areas of communicative competence strategies: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. The data collection from one set of written questionnaire will address the following two research questions: (1) What are the most frequently used learning strategies in the four areas of communicative competence as reported by Taiwanese university EFL students? (2) What are the least frequently used learning strategies in the four areas of communicative competence as reported by Taiwanese university EFL students? Data analysis will use descriptive analysis and the results and discussion will provide the theoretical and pedagogical implications.