Comment citer
Résumé
The last thirty years have witnessed considerable advances in empirical investigations into language learning strategies, with researchers identifying and classifying strategic devices, providing insights into factors influencing their use, investigating the relationship between the application of strategies and proficiency, and appraising the contributions of strategies- based instruction. Such developments have been accompanied by attempts to refine the existing research tools and design more effective ways of accessing learner’s mental processes. These efforts have not been entirely successful, which is unfortunate since methodological problems limit the validity and reliability of research findings and preclude comparisons between studies, thus stymieing further development of the field. The article evaluates the most frequently used tools and procedures in research on language learning strategies and offers guidelines on how future studies of this kind should most beneficially be conducted.
Références
Abraham, R. G. i Vann, R. J. 1987. „Strategies of two language learners: A case study”, w: Wenden, A. i Rubin, J. (red.). 1987. 85-102.
Afflerbach, P. 2000. „Verbal reports and protocol analysis”, w: Kamil, M. L., Mosenthal, P. B., Pearson, P. D. i Barr, R. (red.). 2000. 163-179.
Anderson, N. J. 1991. „Individual differences in strategy use in second language reading and testing”. Modern Language Journal 75. 460-472.
Anderson, N. J. 2005. „L2 learning strategies”, w: Hinkel, E. (red.). 2005. 757-771.
Brown, T. i Perry, E. 1991. „A comparison of three learning strategies for ESL vocabulary acquisition”. TESOL Quarterly 25. 655-670.
Burns, A. 2005. „Action research”, w Hinkel, E. (red.). 2005. 241-256.
Chamot, A. U. 2004. „Issues in language learning strategy research and teaching”. Electronic Journal of Foreign Language Teaching 1. 12-25.
Chamot, A. U. i El-Dinary, P. B. 1999. „Children’s learning strategies in immersion classrooms”. Modern Language Journal 83. 319-341.
Chesterfield, R. i Chesterfield, K. B. 1985. „Natural order in children’s second language learning strategies”. Applied Linguistics 6. 45-59.
Cohen, A. D. 1998. Strategies in learning and using a second language. London: Longman.
Cohen, A. D. i Chi, J. C. 2002. „Language strategy use inventory and index”. w: Paige, M., Cohen, A. D., Klapper, B, Chi, J. C. i Lassegard, J. P. (red.). 2002. 16-28.
Cohen, A. D. i Macaro, E. (red.). 2007. Language learner strategies. Oxford: Oxford University Press.
Dörnyei, Z. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
Dörnyei, Z. 2007. Research methods in applied linguistics. Oxford: Oxford University Press.
Dörnyei, Z. 2008. The psychology of second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. i Skehan, P. 2003. „Individual differences in second language learning”, w: Doughty, C. and Long, M. H. (red.). 2003. 589-630.
Doughty, C. i Long, M. H. (red.). 2003. The handbook of second language acquisition. Oxford: Blackwell.
Droździał-Szelest, K. 1997. Language learning strategies in the process of acquiring a foreign language. Poznań: Motivex.
Ehrman, M., Leaver, B. i Oxford, R. L. 2003. „A brief overview of individual differences in language learning”. System 31. 313-330.
Ellis, R. 2008. The study of second language acquisition. (wydanie drugie). Oxford: Oxford University Press.
Fan, M. Y. 2003. „Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners”. Modern Language Journal 87. 222-241.
Gan, Z., Humphreys, G. i Hamp-Lyons, L. 2004. „Understanding successful and unsuccessful EFL students in Chinese universities”. Modern Language Journal 88. 229-244.
Gao, X. 2003. „Changes in Chinese students’ learner strategy use after arrival in the UK: A qualitative enquiry”, w: Palfreyman, D. i Smith, R. (red.). 2003. 41-57.
Grenfell, M. i Macaro, E. 2007. „Claims and critiques”, w: Cohen, A. D. i Macaro, E. (eds). 2007. 9-28.
Halbach, A. 2000. „Finding out about students’ learning strategies by looking at their diaries: A case study”. System 28. 85-96.
Hinkel, E. (red.). 2005. Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Holunga, S. 1995. „The effect of metacognitive strategy training with verbalization on the oral accuracy of adult second language learners”. Nieopublikowana rozprawa doktorska. Uniwersytet w Toronto.
Kamil, M. L., Mosenthal, P. B., Pearson, P. D. i Barr, R. (red.). 2000. Handbook of reading research. Vol. III. Mahwah, NJ: Lawrence Erlbaum.
Lennon, P. 1989. „Introspection and intentionality in advanced second-language acquisition”. Language Learning 39. 275-395.
Macaro, E. 2001. Learning strategies in foreign and second language classrooms. London: Continuum.
Macaro, E. 2006. „Strategies for language learning and for language use: Revising the theoretical framework”. Modern Language Journal 90. 320-337.
Mangubhai, F. 1991. „The processing behaviors of adult second language learners and their relationship to second language proficiency”. Applied Linguistics 12. 268-298.
McDonough, S. H. 1995. Strategy and skill in learning a foreign language. London: Edward Arnold.
McKay, S. 2006. Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum.
Michońska-Stadnik, A. 1996. Strategie uczenia się i autonomia ucznia w warunkach szkolnych. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego.
Michońska-Stadnik, A. 2008. „Identyfikacja oraz trening strategii dla rozwoju autonomii”, w: Pawlak, M. (red.). 2008d. 393-403.
Mokhtari, K. i Sheorey, R. 2002. „Measuring ESL students’ awareness of reading strategies”. Journal of Developmental Education 25. 2-10.
Naiman, N., Fröhlich, M., Stern, H. H. i Todesco, A. 1996 (1978). The good language learner. Clevedon: Multilingual Matters.
Nunan, D. 1992. Research methods in language learning. New York: Cambridge University Press.
O’Malley, J. M. and Chamot, A. U. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Boston, MA: Heinle.
Oxford, R. L. 1996. „Employing a questionnaire to assess the use of language learning strategies”. Applied Language Learning 71-72. 25-45.
Oxford, R. L. 1999. „Learning strategies”, w: Spolski, B. (red.). 1999. 518-522.
Oxford. R. L., Rang Lee, K. i Park, G. 2007. „L2 grammar strategies: The Second Cinderella and beyond”, w: Cohen, A. D. i Macaro, E. (eds). 2007. 117-139.
Paige, M., Cohen, A. D., Klapper, B, Chi, J. C. i Lassegard, J. P. (red.). 2002. Maximizing study abroad. Minneapolis: Center for Advanced Research for Language Acquisition, University of Minnesota.
Paige, R. M., Cohen, A. D. i Shively, R. L. 2004. „Assessing the impact of a strategybased curriculum on language and culture learning abroad”. Frontiers: The Interdisciplinary Journal of Study Abroad 10. 253-276.
Palfreyman, D. i Smith, R. (red.). 2003. Leaner autonomy across cultures: Language education perspective. Basingstoke: Palgrave Macmillan.
Pawlak, M. 2008a. „Advanced learners’ use of strategies for learning grammar: A diary study”, w: Pawlak, M. (ed.). 2008b. 109-125.
Pawlak, M. (red.). 2008b. Investigating English language learning and teaching. Poznań – Kalisz: Wydawnictwo Wydziału Pedagogiczno-Artystycznego UAM.
Pawlak, M. 2008c. „Another look at the use of pronunciation learning strategies: An advanced learner’s perspective”, w: Waniek-Klimczak, E. (red). 2008. 304-322.
Pawlak, M. (red.). 2008d. Autonomia w nauce języka obcego – co osiągnęliśmy i dokąd zmierzamy. Poznań – Kalisz – Konin: Wydawnictwo UAM i PWSZ w Koninie.
Pawlak, M. 2009a. „Instructional mode and the use of grammar learning strategies”, w: Pawlak, M. 2009b. (red.). 267-290.
Pawlak, M. 2009b. (red.). New perspectives on individual differences in language learning and teaching. [Special issue of Studies in Pedagogy and Fine Arts Vol. VIII]. Poznań – Kalisz: Wydawnictwo Wydziału Pedagogiczno-Artystycznego UAM.
Peterson, S. 2000. „Pronunciation learning strategies: A first look”. Unpublished research report. (ERIC Document Reproduction Service ED 450 599, FL 026 618) (http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/de/8a.pdf)
Reiss, M. A. 1985. „The good language learner: Another look”. Canadian Modern Language Review 41. 511-523.
Rubin, J. 1975. „What the ‘Good Language Learner’ can teach us”. TESOL Quarterly 9. 41-51.
Rubin, J. 1981. „Study of cognitive process in second language learning”. Applied Linguistics 2. 117-131.
Rubin, J. 2003. „Diary writing as a process: Simple, useful, powerful”. Guidelines 25. 10-14.
Rubin, J., Chamot, A. U., Harris, V. i Anderson, N. J. 2008. „Intervening in the use of strategies”. w: Cohen, A. D. i Macaro, E. (red.). 2007. 69-92.
Spolsky, B. (red.). 1999. Concise encyclopedia of educational linguistics. Oxford: Elsevier.
Takeuchi, O., Griffiths, C. i Coyle, D. 2007. „Applying strategies to contexts: The role of individual, situational, and group differences”, w: Cohen, A. D. i Macaro, E. (red.). 2007. 69-92.
Tseng, W., Dörnyei, Z. i Schmitt, N. 2006. „A new approach to assessing strategic learning: The case for self-regulation in vocabulary acquisition”. Applied Linguistics 27. 78-102.
Vandergrift, L., Goh, C., Mareschal, C. i Tafaghodtari, M. H. 2006. „The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation”. Language Learning 56. 431-462.
Waniek-Klimczak, E. (red.). 2008. Issues in accents of English. Newcastle upon Tyne: Cambridge Scholars Publishing.
Wenden, A. 1991. Learner strategies for learner autonomy. London: Prentice Hall.
Wenden, A. i Rubin, J. (red.). 1987. Learner strategies in language learning. London: Prentice Hall.
White, C. J. 1995a. „Note-taking strategies and traces of cognition”. RELC Journal 27. 89-102.
White, C. J. 1995b. „Autonomy and strategy use in distance foreign language learning: Research findings”. System 23. 207-221.
White, C., Schramm, K. i Chamot, A. U. 2007. „Research methods in strategy research: Re-examining the toolbox”, w: Cohen, A. D. i Macaro, E. (red.). 2007. 93-116.
Wong-Fillmore, L. 1996. The study time around: Cognitive and social strategies in second language acquisition. Niepublikowana rozprawa doktorska. Uniwersytet Stanforda.
Licence
© Mirosław Pawlak 2009
Ce travail est disponible sous licence Creative Commons Attribution - Pas de Modification 4.0 International.
Auteurs :
Les auteurs de textes acceptés pour publication dans la revue Neofilolog sont tenus de remplir, signer et renvoyer à l'adresse de la rédaction, un accord sur l'octroi d'une licence gratuite pour les œuvres, avec obligation d'accorder une sous-licence CC.
En vertu de cet accord, les auteurs des textes publiés dans la revue Neofilolog accordent à l'Université Adam Mickiewicz de Poznań une licence non exclusive et gratuite et permettent l'utilisation de la sous-licence Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Les auteurs se réservent le droit de disposer librement de l'œuvre.
Utilisateurs :
Les utilisateurs d'Internet intéressés ont le droit d'utiliser les œuvres publiées à partir de l'année 2017 sous réserve des conditions suivantes :
- reconnaissance de la qualité d'auteur - l'obligation de fournir des informations sur la qualité d'auteur, le titre, la source (liens vers l'œuvre originale, DOI) et la licence, ainsi que l'œuvre distribuée ;
- sans créer d'œuvres dérivées - l'œuvre doit être conservée dans sa forme originale, p. ex. les traductions ou les interprétations ne peuvent être distribuées sans le consentement de l'auteur.
Tous les textes publiés sont soumis au droit d'auteur.
Autres :
L'Université Adam Mickiewicz de Poznań se réserve le droit à la revue dans son ensemble (mise en page, forme graphique, titre, conception de la couverture, logo, etc.).
.