A Case Study on L2 Learning Strategies of Middle-Aged Learners

Autor/inn/en	Liangqiu, Lyu; Zhengqiu, Xu
Titel	A Case Study on L2 Learning Strategies of Middle-Aged Learners
Quelle	In: English Language Teaching, 12 (2019) 3, S.214-219 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Case Studies; Second Language Learning; Adults; Learning Strategies; Metacognition; Memory; Second Language Instruction; Cultural Background; Graduate Students; English (Second Language); Foreign Countries; Student Attitudes; China (Beijing) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnis; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten
Abstract	There are many researches about learning strategies of adolescent students and adult learners, but few on learning strategies of middle-aged learners. Through a case study, the paper finds out that middle-aged learners use six classes of learning strategies in a high frequency, especially cognitive strategies, meta-cognitive strategies and social strategies. But compensation strategies, memory strategies and affective strategies were used at a lower frequency. The factors of age and life experience as well as cultural background are of great significance for the choice of using certain learning strategies. The results of the study also show that SILL is of high reliability for the study on learning strategies of Chinese second language learners. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01