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Article: Situated development and use of language learner strategies: Voices from EFL students

TitleSituated development and use of language learner strategies: Voices from EFL students
Authors
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09571736.asp
Citation
Language Learning Journal, 2010, v. 38 n. 1, p. 19-35 How to Cite?
AbstractLanguage learner strategies (LLS) have long been viewed as a variable of individual differences, or as cognitive skills. This study, focusing as it does on the data taken from a series of focus groups with 47 senior secondary students in mainland China, seeks a new interpretation of strategy development and use from a sociocultural perspective. Evidence provided from the focus-group discussions shows that in the mainstream exam-orientated culture in mainland China, the grade-getting goal was likely to determine the general orientation of strategies for a variety of classroom learning tasks and shape the changes in strategy use over time which emerge at different learning stages. The results also indicate that the processes of strategy development and use were mediated by learners' personal discourse patterns embedded in their situated learning experience; by cultural artifacts (tasks); and by interpersonal interactions with their teachers, peers and family members; and situated in their communities of language learning practices and social cultures. In addition, the study underlines the need to take into account learning goals and the nature of learning tasks in LLS research, and to create a situated strategy development community as part of strategy instruction or training programs. © 2010 Association for Language Learning.
Persistent Identifierhttp://hdl.handle.net/10722/175477
ISSN
2015 SCImago Journal Rankings: 0.454
References

 

DC FieldValueLanguage
dc.contributor.authorHuang, Jen_US
dc.contributor.authorAndrews, Sen_US
dc.date.accessioned2012-11-26T08:58:53Z-
dc.date.available2012-11-26T08:58:53Z-
dc.date.issued2010en_US
dc.identifier.citationLanguage Learning Journal, 2010, v. 38 n. 1, p. 19-35en_US
dc.identifier.issn0957-1736en_US
dc.identifier.urihttp://hdl.handle.net/10722/175477-
dc.description.abstractLanguage learner strategies (LLS) have long been viewed as a variable of individual differences, or as cognitive skills. This study, focusing as it does on the data taken from a series of focus groups with 47 senior secondary students in mainland China, seeks a new interpretation of strategy development and use from a sociocultural perspective. Evidence provided from the focus-group discussions shows that in the mainstream exam-orientated culture in mainland China, the grade-getting goal was likely to determine the general orientation of strategies for a variety of classroom learning tasks and shape the changes in strategy use over time which emerge at different learning stages. The results also indicate that the processes of strategy development and use were mediated by learners' personal discourse patterns embedded in their situated learning experience; by cultural artifacts (tasks); and by interpersonal interactions with their teachers, peers and family members; and situated in their communities of language learning practices and social cultures. In addition, the study underlines the need to take into account learning goals and the nature of learning tasks in LLS research, and to create a situated strategy development community as part of strategy instruction or training programs. © 2010 Association for Language Learning.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09571736.aspen_US
dc.relation.ispartofLanguage Learning Journalen_US
dc.titleSituated development and use of language learner strategies: Voices from EFL studentsen_US
dc.typeArticleen_US
dc.identifier.emailAndrews, S: sandrews@hku.hken_US
dc.identifier.authorityAndrews, S=rp00887en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/09571730902717430en_US
dc.identifier.scopuseid_2-s2.0-77951265377en_US
dc.identifier.hkuros182815-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77951265377&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume38en_US
dc.identifier.issue1en_US
dc.identifier.spage19en_US
dc.identifier.epage35en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridHuang, J=35867800800en_US
dc.identifier.scopusauthoridAndrews, S=15824930000en_US

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