Anderson's Cognitive Theory and Learning Strategy Studies in Second Language Acquisition

Second language acquisition can not be understood without addressing the interaction between language and cognition. Cognitive theory can extend to describe learning strategies as complex cognitive skills. Theoretical developments in Anderson’s production systems cover a broader range of behavior than other theories, including comprehension and production of oral and written texts as well as comprehension, problem solving, and verbal learning.Thus Anderson’s cognitive theory can be served as a rationale for learning strategy studies in second language acquisition.

An Empirical Study on the Effectiveness of Language Learning Strategy Training for Chinese Adult English Learners

This paper explores how to implement effective strategy training for part-time Chinese adult English learners in a tertiary FLT （Foreign Language Teaching） classroom. Through a study of threx~ semesters during which six sessions of learner training workshops and constant, integrated task-based instruction were carried out, empirical evidence was collected via the instrument of questionnaires, interviews, learners＇ regular written reports, and the findings indicate that： （1） The students reported a statistically significant increase of the overaU average frequency of language strategy use over all SILL （The Strategy Inventory for Language Learning） items with 2.95 at the beginning and 3.61 at the end; and （2） Well-organized, explicit, and discrete leaner training workshops combined with frequent, explicit, and integrated task-based strategy instruction are an effective and helpful way to improve learners＇ awareness, selection, and frequency of strategy use, which can further foster learner autonomy.

The Effects of Integrating Language Learning Strategy into EFL Instruction for Non-English Major Students in Vocational Technical Colleges

Language learning strategies play an important role in language learning. Students in vocational technical colleges have been regarded as low English proficiency learners due to their weak foundation in learning English. To explore the solution, the present study employed a specific survey of language learning strategy use and tried to conduct a one-semester language learning strategy training, aiming to investigate the effects of integrating language learning strategy into EFL instruction for non-English major students in vocational technical colleges. We found after the instruction, the difference in the frequency of overall strategy use between the experimental group and the control group was significant indicating that the students could be trained with language learning strategies to enhance the frequency of their strategy use. After language learning strategy instruction, the experimental group didn＇t perform significantly better than the control group in terms of their English language proficiency. However, the results of this present study still supported this viewpoint that the strategy instruction had positive impacts to some extent if properly conducted, for it had positive effects on enhancing students＇ language learning strategy use.

Investigation of English learning strategy employed by senior middle school students in Zhanjiang City： A comparison of students from urban and rural areas

After a review of learning strategy research in China and abroad, this paper made an investigation on the differences in use of learning strategies reported by urban and rural students from four middle schools in Zhanjiang city. The investigation revealed the following findings： urban students employ cognitive and social strategies more frequently than rural students; urban students reported a wider range of strategies compared with their rural peers; urban students of intermediate achievements employ more social strategies than their rural peers, while rural students use affective strategy significantly more often; urban and rural students reported different patterns of gender difference.

English Teachers＇ Classroom Verbal Strategy in the Dialogue Teaching

The core of dialogue teaching is dialogue. The dialogue here refers to the way in which the teachers and students based on mutual respect, trust and equal position carry on the two-way communication and mutual learning through conversation and listening. One of the marked differences between dialogue teaching and traditional teaching is that dialogue teaching highlights the essence of the teaching process of communication and cooperation. At the same time dialogue teaching is based on students＇ psychological demand, which makes the teaching full of strong emotion. Using the dialogue teaching as the background, this paper mainly provides the guiding principles and practical advice for the teachers＇ classroom language strategies so as to achieve more effective teaching effect.

A Critical Review on Language Learning Strategies and Implications for College English Teaching

This paper reviews the current developments of language learning strategy researches in the world, both approval and critical voices on the issue of strategy instruction. Then it summarizes the current developments of learning strategy instruction in China. It indicates college English teachers should model learning strategy and make the instruction explicit. Students are advised to be active in seeking for strategies suitable for themselves through their own exploration and reflection.

Formative assessment of language learning strategies

This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.

The Study of Language Learning Strategies of Non-English Majors

This paper, from the educational and psychological point of view, explores EFL college students＇ language learning strategies in the Chinese context. The subjects under study involve 106 non-English majors from Hohai University at its Changzhou Campus. The approach is used for the research through two questionnaires to investigate the learners＇ language learning strategies. In the study, it is found that students use compensation strategies most frequently, while metacognitive strategies less and social strategies the least. Findings of the present study also indicate that the different strategies are respectively emphasized for the male and female students, students of arts and science and engineering.

Chinese Language Learning Strategies Characteristic of Language Learners

The present paper analyzes the strategic choices for learning Chinese by 300 Hungarian university students. The survey summarizes the most often used Chinese language learning strategies and verbal language learning strategies of Hungarian language learners one by one. With the help of the method of multidimensional scaling, the survey got to the result that the preference of the general language learning strategies is characterized by a strong opposition. In the case of the choice and use of three strategies--the social, the meta-cognitive and the cognitive strategies, language learners prefer a combined choice or non-choice. While in the use of the emotional, compensation and memorization strategies, a strong opposition emerges. Those using memorization strategies less prefer the emotional and the compensation strategies. This is true vice versa as well, those using emotional strategies, use memorization and compensation strategies less often. While the relation of the general language learning strategies was characterized by a certain opposition, in the use of the verbal strategies a strict continuity could be detected. Hungarian language learners consider the use of almost all verbal strategies with few exceptions to be successful in their communication. The results of the Variables path analysis with Partial Least-Squares Estimation （LVPLS） model revealed all those connections that structurally exist among the three exogen background latent variables （language level, language learner style and the ascriptive background） and the two endogen latent variables （the language learning strategies and the verbal strategies）. All of these latent variables measured with several manifest variables of the second exogen background variables, the language learning style showed the biggest affect to strategy use, this variable influences the successfulness of the learning of Chinese most strongly.

In-class language learning strategies used by Thai pre-university students： Factor analysis

The purpose of this study was to explore factors related to strategy use of Thai pre-university students in Thailand. The subjects of the investigation were selected based on convenience and availability. A researcher-generated language learning strategy questionnaire with the Alpha coefficient （α）. 96 were used as the main instrument for the data collection. The questionnaire was designed based on information taken from the students＇ interview. The variables for the present investigation include extra-class support and level of language proficiency. The four extracted factors emerged as a result of varimax rotation conducted on the correlations of 20 in-class language learning strategies, which varied significantly in relation to the two variables. The four factors includes Factor 1 strategies for strategies for the classroom preparation, Factor 2 strategies for learning new vocabulary in the classroom lessons, Factor 3 strategies for solving classroom problems, and Factor 4 strategies for concentrating while studying in class. The result of the varimax rotation shows that all of the four factors were found strongly related to extra-class support and level of language proficiency.

Influence of English Proficiency on Postgraduate Students＇ Use of Language Learning Strategies

This study investigated the use of language learning strategies by a group of postgraduate students in a Chinese university. The emphasis was on the influence of L2 （second language） proficiency on learners＇ strategy use, aiming to look at how proficiency affects the use of LLS （language learning strategies） among postgraduate students learning EFL （English as a foreign language）, and to reveal some distinctive features in postgraduate students＇ use of learning strategies. Findings from this study have suggested a number of implications for the classroom teaching. Teachers should recognize that some strategies might be more suited to some learners than to others due to individual differences. Learners needed further training in the use of all learning strategies

Indirect strategies in language learning and teaching

How to learn foreign language effectively is an extremely important topic for both teachers and learners. Learning strategies may play a crucial role in helping learning process What＇s more, indirect learning strategies such as arranging, planning, evaluating, etc. are in some parts quite helpful. This paper provides some indirect learning strategies to both teachers and learners, which aims at arousing teachers and learners＇ attention for their importance and usefulness.

A Comparison between Good and Poor Language Learners in Vocabulary Learning

This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

The Success of Learner Training in Other Subjects is Applicable to Language Learning

It is assumed that the success of learner training in other subjects is applicable to language learning. But little has been done to prove this. In this article this assumption will be proved to be true through school report analysis.

Analysis of Good Language Learner Strategies

This paper is intended to introduce some helpful learning strategies to language learners by brief analysis of Good Language Learner （GLL） strategies. As is shown, many different factors affect language learning and the important one of them is individual differences — different motivation, different aptitude and different learning strategies, etc.— which can lead to various achievements in language learning. Therefore, learners should try to employ the most appropriate learning strategies in order to get desired achievements.

An Overview of Language Learning Strategies

As English has become a universal lingua franca at present,more and more learners are anxious to learn it effectively and successfully.Studies show that the use of language learning strategies directly relates to language performance.This article attempts to provide an overview of language learning strategies for researchers' reference,helping them get insights in this field.

Language Learning Strategies in a Network-based Environment

With the swift development of network technology, research on how to integrate network technology into language learning has become a trend. This paper examines whether the application of language learning strategy(LLS) in the networkbased environment has incomparable superiority. Beginning with the literature review, it presents an analysis on similarities and differences between network-based language learning strategy(NBLLS) and non-NBLLS, and then expounds the characteristics,the influencing factors and teachers' role of NBLLS. Taking 25 participants in the group of non-NBLL and 34 in the NBLL group as the comparative survey study, the empirical result shows the new evidence that there is a little difference between the two groups in the use of LLS. The findings of this study have implications for the application of NBLLS.

Implications for Language Learners of Linguistic Changes from Second and Third Language Acquisition

The influence of bilingualism and multilingualism on language learners has been studied and discussed by researchers for many years.In recent decades,research focus has been moved to the effects of second and third language acquisition processes on language learner’s brains,which tends to have implications for future language learning.The purpose of this paper is to investi⁃gate possible implications for language learners of the efficiency in language learning,language learning strategies,and language use from the second and third language acquisition process,which tends to assist them to learn another language in an efficient way.

A Complexity Theory Perspective on the Dynamics of Second Language Learning Strategies and the Theoretical Implications

This paper presents a qualitative study to investigate the dynamics in second language(L2)learning strategies under the guidance of the complexity theory.A group of Chinese undergraduate students studying at an international university in Thailand were selected as the research participants.Research instruments include interviews,observations,records of participants’on-line chat and posts,and a research journal.The research findings indicate that the changes in the participants’strategies for learning English exhibit typical features of the complex system.The study will provide implications for probing into the nature of L2 strategy and for applying complexity theory to future researches on L2 strategies.

An Investigation and Analysis in English Learning Strategy of SFLS Students

There is a close relationship between English learning strategy and language proficiency. This study is aimed to investigate how frequently students in our school use different English learning strategies. With the detailed analysis of the questionnaire data, it is hoped that strategy awareness can be gradually cultivated in students' mind.