Learner Training in Speaking Strategies: An Empir ical Investigation
Date Issued
2002-07-31
Date
2002-07-31
Author(s)
許鴻英
DOI
892411H002077
Abstract
This study investigated and assessed
the practicality and effectiveness, if any,
of integration of a learner training
program into a college-level EFL
classroom, with a focus on the
fine-tuning of the link between language
learning strategies and their use on
specific language tasks, especially those
of speaking. Two classes of Freshman
English from a university in northern
Taiwan, who participated in either
Experimental or Comparison group,
were recruited. During the first two
weeks of class, all subjects’ brief
English learning background, JCEE
(Joint College Entrance Examination)
English scores and Quasi-TOEFL scores
were collected. All subjects also
completed the 50-item SILL (Strategy
Inventory for Language Learning) and
two speaking tasks (story-retelling and
topic discussion) on a pre-posttest basis.
In the posttest, the Experimental group
subjects also filled out two other
questionnaires: (1) Strategy Checklist
and (2) Training Program Evaluation for
2
them to express their attitudes and
reactions toward a program embedded in
a regular EFL classroom. Results of the
study showed that, among other things,
while the Experimental group did not
outstrip the Comparison group in the
two speaking tasks, they did
demonstrate greater strategy use after
the semester-long training course. This
finding urged us to probe deeper for
underlying factors that might also have
affected the implementation of
strategies-based instruction, as several
previous studies have already pointed
out -- to reexamine its real bases lest it
should become another passing fad in
foreign/second language profession.
Subjects
Language Learning
Strategies
speaking Strategies
Learner (Strategy) Training
Strategies-Based Instruction (SBI)
Teaching English as a Foreign Language
Second Language
Acquisition
Acquisition
Freshman English
Publisher
臺北市：國立臺灣大學外國語文學系暨研究所
Type
report
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