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RESEARCH INTO CHINESE EFL LEARNER STRATEGIES: METHODS,FINDINGS AND INSTRUCTIONAL ISSUES.

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Title: RESEARCH INTO CHINESE EFL LEARNER STRATEGIES: METHODS,FINDINGS AND INSTRUCTIONAL ISSUES.
Authors: Jun Zhang, Lawrence1 izhang@nie.edu.sg
Source: RELC Journal. Dec2003, Vol. 34 Issue 3, p284-322. 39p. 1 Chart.
Subject Terms: *English as a foreign language, *Language acquisition, *Learning strategies, *Second language acquisition
Geographic Terms: China
Abstract: Spearheaded by Rubin (1975) and others (e.g. Stern 1975), extensive research into language learner strategies (LLS) has been conducted to investigate successful and less successful learner behaviours in the West in the field of second language acquisition (SLA). Research into EFL learner strategies in the People's Republic of China (PRC) is beginning to gain some momentum and can be roughly divided into two major strands. One is some sporadic writings about language learners' learning methods possibly without the writers being explicitly exposed to influences from this learning theory. The other is empirical research through different data elicitation methods in the Western empirical research tradition. While the first strand relies heavily on anecdotal evidence on general learner behaviours, the other has explored, so far, different skill areas, including strategies for oral communication, listening strategies, vocabulary learning strategies, reading strategies, writing strategies, LLS in general, and learner metacognition of learning processes. It seems that almost all the studies have tried to establish correlations between learner strategies and language learning achievements. This article examines how research into Chinese EFL learner strategies has contributed to the understanding of Chinese EFL students, trying to find a link between this information and its insight into pedagogical practices in the classroom. [ABSTRACT FROM AUTHOR]
Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Spearheaded by Rubin (1975) and others (e.g. Stern 1975), extensive research into language learner strategies (LLS) has been conducted to investigate successful and less successful learner behaviours in the West in the field of second language acquisition (SLA). Research into EFL learner strategies in the People's Republic of China (PRC) is beginning to gain some momentum and can be roughly divided into two major strands. One is some sporadic writings about language learners' learning methods possibly without the writers being explicitly exposed to influences from this learning theory. The other is empirical research through different data elicitation methods in the Western empirical research tradition. While the first strand relies heavily on anecdotal evidence on general learner behaviours, the other has explored, so far, different skill areas, including strategies for oral communication, listening strategies, vocabulary learning strategies, reading strategies, writing strategies, LLS in general, and learner metacognition of learning processes. It seems that almost all the studies have tried to establish correlations between learner strategies and language learning achievements. This article examines how research into Chinese EFL learner strategies has contributed to the understanding of Chinese EFL students, trying to find a link between this information and its insight into pedagogical practices in the classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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