17 1. 1995 Learning Strategy
18 2. strategy Færch and Kasper (1938) declarative knowledge procedural knowledge 2 social process cognitive process learning process using process learning strategy 2003 Rubin 1987 Wenden 1987
19 Oxford 1990 O Malley and Chamot 1990 1990 1992 Cohen 1998 70 Garden & Lambert 1972 good language learner Rubin1 975 4 1 2 3 4 O Malley 1985 Oxford 1990 O Malley 26 3 Oxford Direct Strategies Indirect Strategies 3 Oxford SILL Strategy Inventory for Language Learning Oxford 1990
20 a. : / b. : c. : d. : a. : b. : c. : d. : a. : b. : a. : b. : c. : a. : b. :
21 c. : a. : b. : c. : good language learner Dickinson 1993 Oxford 1990 1990 1992 Oxford 1990 SILL 3. 22 1 35 31 88.6% 4
22 9 Oxford 1990 SILL 1 2 3 6 10 4 SILL 4 Oxford 1 1 SILL SILL 6 1 2) b 2 2) d 3 3) a 4 2) b 5 2) c 6 3) a 7 3) a 8 6) a 9 6) a 10 6) a 11 1) a 12 1) a 13 1) b 14 1) b 15 1) b 16 1) c 17 1) d 18 1) d 19 2) a 20 2) c 21 1) b 22 1) c 23 4) b 24 4) b
23 25 4) b 26 4) b 27 4) c 28 4) c 29 6) c 30 2) d 31 3) a 32 4) a 33 4) b 34 2) b 35 3) b 36 3) b 37 3) b 38 4) c 39 6) a 40 2) a 41 2) a 42 3) b 43 3) b 44 3) b 45 4) a 46 4) c 47 4) a 48 4) b 49 6) b 50 6) c 51 4) b 52 4) b 53 4) c 54 4) a 55 4) a 56 4) b 57 4) c 58 6) b 59 6) b 60 6) c
24 4. 2006 4.1 22 1 31 2 1 2 2 A B 16 15 31 5 11 5 10 10 21 / / 16 34.50 :19.38 :15.13 1 :13 2 :1 :2 / 11 / 4 27.20 :12.20 :15.00 1 :8 2 :3 :4 / 27 / 4 30.97 :15.90 :15.06 1 :21 2 :4 :6 16 14 12 10 8 6 4 2 15 7 7 2 19 20 24 25 29 30 34 35 30 25 20 15 10 5 19.38 15.13 A 12.20 15.00 B
25 A B 1 30 2 1 1 A B 4.2 4 6 10 A B 4 3 4 5 A 16 B 15 3 3 : 1. 2. 3. 4. 5. 6. + + A 71 89 B 82 68 A 119 41 B 113 37 A 106 54 B 109 41 A 91 69 B 104 46 A 82 78 B 77 73 A 79 81 B 82 68 0.05 P 0.07010 0.84593 0.22070 0.02325 0.98830 0.35138
26 140 120 100 80 60 40 20 0 124 123 114 109 108 107 112 95 92 81 92 86 87 72 65 64 58 48 52 49 29 23 13 S S S S S S 57 3 : /310 80 70 60 50 40 30 20 10 0 68 62 64 61 63 51 53 45 49 48 45 42 38 35 33 30 26 27 26 20 19 16 6 S S S S S S 33 4 A : /160 80 70 60 50 40 30 20 10 0 73 59 51 53 59 50 50 47 44 44 40 42 37 32 34 30 33 31 23 21 7 7 9 S S S S S S 24 5 B : /150
27 15 5 5 15 4 5 4 95 A 16 1.32 9.58 0.31 0.71 1.93 B 15 3.11 9.77 0.33 2.47 3.75 31 2.19 9.72 0.23 1.75 2.63 5 95 A 16-0.63 9.53 0.06-2.11 0.85 1. B 15 1.20 9.71 0.06-0.35 2.75 31 0.26 9.66 0.03-0.82 1.34 A 16 5.25 8.29 0.05 4.01 6.53 2. B 15 6.93 9.14 0.06 5.47 8.39 31 6.06 8.75 0.03 5.09 7.03 A 16 3.25 9.32 0.06 1.81 4.69 3. B 15 5.13 8.64 0.06 3.75 6.51 31 4.16 9.05 0.03 3.15 5.17 A 16 1.31 9.26 0.06-0.12 2.74 4. B 15 4.73 9.09 0.06 3.28 6.18 31 2.97 9.34 0.03 1.93 4.01 A 16-0.75 9.46 0.06-2.22 0.72 5. B 15 0.27 10.50 0.07-1.41 1.95 31-0.26 9.99 0.03-1.37 0.85 A 16-0.50 9.92 0.06-2.04 1.04 6. B 15 0.40 9.35 0.06-1.10 1.90 31-0.06 9.66 0.03-1.14 1.02
28 6 A B B A B 3.11 2.19 1.32 1.20 0.26 6.93 6.06 5.25 5.13 4.16 3.25 1.31 4.73 2.97 0.27 0.40 0.63 0.75 0.26 0.50 0.06 6 4.3 4.3.1 Oxford a. Creating Mental Linkages b. Applying Images and Sounds c. Reviewing Well d. Employing Actions meaning
29 6 95 1 a 1 b 1 c 1 d 11 12 13 14 15 21 16 22 17 18 A 16-1.88 8.08 0.25-4.68 0.92 B 15-0.67 8.83 0.29-3.83 2.49 31-1.29 8.47 0.14-3.37 0.79 A 16 2.81 8.74 0.14-0.33 4.95 B 15 4.67 9.12 0.145 2.36 6.98 31 3.71 8.98 0.07 2.13 5.29 A 16 0.31 9.01 0.28-2.81 3.43 B 15 3.33 8.20 0.27 0.40 6.26 31 1.77 8.76 0.14-0.38 3.92 A 16-7.19 9.26 0.29-10.40-3.98 B 15-6.00 8.70 0.29-9.11-2.89 31-6.61 9.01 0.15-8.82-4.40 6 SILL / / / / / / /
30 4.3.2 O Malley 1985 6 7 7 2 a 2 b 2 c 2 d 40 41 19 1 4 34 5 20 2 30 95 A 16 3.96 8.48 0.18 1.56 6.36 B 15 5.89 9.39 0.21 5.68 6.10 31 4.89 8.98 0.10 3.06 6.72 A 16 5.83 7.86 0.16 3.61 8.05 B 15 8.78 7.97 0.18 8.60 8.96 31 7.26 8.05 0.09 5.62 8.90 A 16 5.31 8.47 0.26 5.05 5.07 B 15 7.67 8.92 0.30 7.37 7.97 31 6.45 8.77 0.14 4.27 8.63 A 16 6.25 8.20 0.26 3.41 9.09 B 15 5.00 10.00 0.33 4.67 5.33 31 5.65 9.14 0.15 3.37 7.93 a. Practicing b. Receiving Sending c. Analyzing Reasoning d. Creating
31 skimming scanning b. c. target language interlanguage 4.3.3 a. Guessing b. 8 3 a 3 6 7 31 95 A 16 5.78 8.89 0.14 3.60 7.96 B 15 8.00 7.14 0.12 6.19 9.81 31 6.85 8.17 0.07 5.41 8.29 3 b 35 36 37 42 43 44 A 16 1.56 9.22 0.10-0.28 3.40 B 15 3.22 9.02 0.10 1.36 5.08 31 2.37 9.16 0.05 1.05 3.69
32 Overcoming inferencing Communication Strategy Oxford 1990 A B 3.a 3.b 4.4 indirect
33 4.4.1 a. Centering Your Learning b. Arranging and Planning Your Learning c. Evaluating Your Learning 3 Oxford 1990 9 : + + P 4 a A 25 7 B 25 5 0.60394 4 b A 41 39 B 46 9 0.20614 4 c A 25 23 B 33 12 0.03453 0.05 10 95 4 a 4 b 4 c 32 45 23 24 33 51 52 53 38 46 A 16 5.00 9.01 0.28 1.88 8.12 B 15 6.33 8.46 0.28 3.30 9.36 31 5.65 8.78 0.14 3.46 7.84 A 16 0.50 8.20 0.10-1.30 2.30 B 15 3.53 8.75 0.12 3.41 3.65 31 1.97 8.60 0.06 0.62 3.32 A 16 0.21 10.41 0.22-2.73 3.15 B 15 5.67 9.75 0.22 2.82 8.52 31 2.85 10.46 0.11 0.72 4.98
34 A B 4.c 9 good language learner A B 2 2 10 7 B 34.00% A 18.75% 2 A 12.50% B 6.00% 2 A 100% 90% 12.50% 6.00% 80% 24.67% 70% 30.63% 60% 50% 40% 38.12% 35.33% 30% 20% 34.00% 10% 18.75% 0% A B 7
35 B B B 4.4.2 Brown 1987 Oxford 10 a. Lowering Your Anxiety b. Encouraging Yourself c. Taking Your Emotional Temperature 3 Naiman 1975 Wenden 1986 6 11 Motivation Dőrnyei and Ottó 1998 Dőrnyei 2000 2001 process-oriented approach
36 11 5 a 5 b 5 c 47 54 55 25 26 48 56 27 28 57 95 A 16-0.21 10.60 0.22-3.21 2.79 B 15-1.00 11.62 0.26-1.26-0.74 31-0.59 11.12 0.12-2.85 1.67 A 16-1.25 8.57 0.13-3.35 0.85 B 15 2.17 8.18 0.14 0.10 4.08 31 0.40 8.56 0.07 0.33 0.47 A 16-0.63 9.33 0.19-3.27 2.01 B 15-1.00 11.62 0.26-4.40 2.40 31-0.81 10.51 0.11-2.95 1.33 dynamic 4.4.3 Oxford 1990 3 a. Asking Questions b. Cooperating with Others c. Empathizing with Others role model positive interdependence
37 Kagan 1986, Kohn 1987 Reid 1987, O Malley 1985 12 6 12 95 6 a 6 b 6 c 8 9 10 39 49 58 59 29 50 60 A 16-3.44 10.19 0.16-5.94-0.94 B 15-3.50 9.10 0.15-5.80-1.20 31-3.47 9.68 0.08-5.17-1.77 A 16-2.71 9.41 0.20-5.37-0.05 B 15 0.11 8.33 0.19-2.32 2.54 31-1.34 9.01 0.10-3.17 0.49 A 16 5.63 6.89 0.14 3.68 7.58 B 15 5.89 7.84 0.17 3.60 8.18 31 5.75 7.37 0.08 4.25 7.25
38 5. Oxford 1990 1 2 3 4 5 6 7 8 1 9 1993
39 (1992) Brown, H. D. 1987 Principles of Language Learning and Teaching, Prentice Hall Regents. Cohen, A. D. 1998 Strategies in learning and using a second language, Addison Wesley Longman. Dickinson, L. 1993 Aspects of autonomous learning. ELT Journal, 47(4), 330-336. D rnyei, Z. 2000 Motivation in action: Toward a process-oriented conceptualization of student motivation. British Journal of Educational Psychology, 70, 519-538. D rnyei, Z. 2001 Teaching and Researching Motivation, Longman. D rnyei, Z. and I. Ottó. 1998 Motivati on in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69. Færch, C. and Kasper, G. 1983 Procedural knowledge as a component of foreign language learner s competence. In H. Boete and W. Herrlitz (eds.), Kommunikation im (Sprash-) Unterricht. Urecht. Garden, R. & Lambert, W. 1972 Attitudes and Motivation in Second Language Learning. Newbury House. 2006 67-102 Kagan, S. 1986 Cooperative learning and sociocultural factors in schooling, In Beyond Language: Social and cultural factors in schooling language minority students, 231-290. 2003 Kohn, A. (1987) It s hard to get out of a pair. Psychology Today, Octorber, 53-57. Naiman, N., Frőhlich, M., & Todesco, A. 1975 The good second language learner. TESL Talk, 6(1), 58-75. J.V. 1995 : ( J.V. ) 1990 O Malley, J. M, Chamot, A.U., Stewner-Manzanares, G., Russo, R., and Kupper, L. (1985) Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557-584. Oxford, R. L. 1990 Language Learning Strategies, Newbury House.
40 Reid, J. M. 1987 The learning style preferences of ESL students. TESOL Quarterly, 21, 87-111. Rubin, J. 1975 What the good language learner can teach us. TESOL Quarterly, 9, 41-51. Rubin, J. 1987 Studying Learning Strategies. In Wenden, A.L. & Rubin, J. (eds.) Learning Strategies in Language Learning. Englewood Cliff, Prentice Hall Regents. 1993 Wenden, A. L. 1986 What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7(2), 186-205. Wenden, A. L. 1987 Conceptual background and utility. In Wenden, A.L. & Rubin, J. (eds.) Learning Strategies in Language Learning, Prentice Hall Regents.