A Deep Look into Learning Strategy Use by Successful and Unsuccessful Students in the Chinese EFL Learning Context

Autor/inn/en	Qingquan, Ni; Chatupote, Monta; Teo, Adisa
Titel	A Deep Look into Learning Strategy Use by Successful and Unsuccessful Students in the Chinese EFL Learning Context
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 39 (2008) 3, S.338-358 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688208096845
Schlagwörter	Learning Strategies; English (Second Language); Second Language Learning; Foreign Countries; College Freshmen; Language Usage; Student Attitudes; Affective Behavior; Learning Processes; Metacognition; Memorization; Rote Learning; High Achievement; Low Achievement; Nonverbal Communication; China + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Studienanfänger; Sprachgebrauch; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnistraining; Mechanisches Lernen; Unterdurchschnittliche Leistung; Non-verbal communication; Nonverbale Kommunikation
Abstract	This article focused on the investigation of the differences in the frequency of language learning strategy use by successful and unsuccessful first-year students of a Chinese university. The study found that successful students used a wider range of learning strategies for EFL learning significantly more frequently than unsuccessful students. It was also found that the strategies often employed by the successful students are different from those often preferred by their unsuccessful peers. The former often used deep, L2-based, association, active participation, language use, positive-attitude taking and learning-process monitoring strategies that are likely to make more contributions to successful L2 learning while the latter tended to use surface, L1-based, word-level, rote memory and gesture strategies. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10