协同学习理论在大学英语听力语言教学中的实证性研究

单位代码申请编号分类号硕士学位论文（同等学力）协同学习理论在大学英语听力语言教学中的实证性研究学科、专业英语语言文学研究方向英语教学法申请学位类别文学硕士申请人指导教师二九年九月ANEMPIRACALSTUDYOFSYNERGISTICLEARNINGINCOLLEGEENGLISHLANGUAGETEACHINGONLISTENINGADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANNORMALUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFARTSBYSUPERVISORPROFSEPTEMBER,2009摘要随着近年来我国教育事业的蓬勃发展,大学生的比例逐年增长,尤其是近几年来的不断扩招使大学在校生人数猛增。这给大学英语课程带来了许多相应的问题和挑战。加之，当前信息技术，特别是网络媒介的迅速发展对学校教育的影响巨大，引发了一场深刻的教学改革“教育信息化”。多媒体教学方式在大学英语教学中广泛推行，这使得英语教育、教学活动变得更具有开放性和复杂性，也使大学英语教学充满了挑战。国家教育部在2007年颁发了最新的大学英语课程要求，指出大学英语的教学目标是培养学生的综合应用语言的能力，尤其是听说能力。为了在新情况下适应大学英语课程教学要求，近年来,合作学习与协作学习是两个已为大家广泛接受的概念，并融入中国英语教学实践。然而，在运用这两种方法进行在英语听力的多媒体教学过程中遇到了各小组意见不一致、分歧太多、小集体主义倾向以及教师无法控制全局等不良问题。为此作者引进并采取了一种全新的教学模式协同学习以改善大学英语听力教学中所遇到的问题。本研究主要探讨了协同学习理论模式下的教师教学对非英语专业学生英语听力学习形式及其对其听力考试成绩的影响。作者随机从自己任教的班级中选取了一个由30人组成的班级作为实验组，从其他老师的班级中选取了一个由31人组成的班级作为对照组，并且该组的任课教师与作者有着相似的学习进修经历，其职称也与作者相同。对于实验组，作者首先通过访谈总结出了学生看来在听力教学中面临的主要问题，并结合协同学习理论的一些原则，采取新的教学方法，激发学生对英语课的兴趣，同时也根据前人的研究结果再加上本人见解制定出了一套自己的教学策略，引导学生学习，在试验结束时要求学生完成两份调查问卷，其中一份是关于学生对教师教学方式满意度调查，另一份是关于学生对本次训练的反馈。对于控制组，在其任课教师的配合下，教师的教学形式没有任何变化。实验组和控制组都要参加为本次实验设计的前测和后测。通过统计软件SPSS160对两组学生在前测和后测中听力考试成绩进行对比和分析，作者发现实验组与控制组听力考试成绩在实验前没有明显的差异，处于几乎同一个水平上；但在实验后，实验组的听力成绩则明显要高于控制组，同时通过对比分析与研究发现协同学习理论指导下的教学能够有效地提高实验组学生的听力成绩。对实验组学生所填的两份调查问卷分析显示协同学习理论指导下的教学方式的转变能有效地提升学生对英语教学的满意度，改变学生对英语的态度和积极性、主动性，其中部分优秀学生还能把教师的教学措施运用到自己的日常生活和学习习惯中。本研究的发现对我国其他的大学英语教师去进行大学英语教学改革以提高学生对英语听说课的兴趣，进而提高听力成绩有着很好的借鉴意义，也对以后作者从事协同学习理论与大学英语教学方面的研究奠定了基础。本研究共分为五部分。第一部分简明扼要地介绍了本研究的背景与动机。第二部分首先对国内外关于协同学习方面的研究及其相关文献进行了综述，接着结合国内教学实际介绍了协同学习理论在教学中应用的情况，及其一些最新的研究成果。第三部分是研究设计，包括本次试验地研究问题与目标、研究对象、工具、方法与过程和实验数据的收集。第四部分是对本次试验结果的分析与讨论，也从认知理论的角度阐述了本次试验结果。第五部分总结了本次试验的研究发现，提出了教学上的建议及本次研究的局限性和研究前景。关键词协同学习理论，英语教学满意度，听力考试成绩，非英语专业大学生ABSTRACTASINRECENTYEARS,THEVIGOROUSDEVELOPMENTOFCHINASEDUCATIONALUNDERTAKINGS,THEPROPORTIONOFUNIVERSITYSTUDENTSINCREASEDYEARBYYEAR,INPARTICULARTHECONTINUOUSENROLLMENTINRECENTYEARSSOTHATTHENUMBEROFUNIVERSITYSTUDENTSSOAREDTHISHASBROUGHTMANYRELEVANTISSUESANDCHALLENGESTOTHECOURSEOFCOLLEGEENGLISHWHATSMORE,WITHTHEDEVELOPMENTOFCURRENTINFORMATIONTECHNOLOGY,INPARTICULARTHEINTERNETMEDIA,APROFOUNDEDUCATIONREFORMEDUCATIONINFORMATIZATIONOCCURREDMULTIMEDIATECHNOLOGYISWIDELYIMPLEMENTEDINCOLLEGEENGLISHTEACHING,MAKINGTHEPROCESSMOREOPEN,COMPLEXANDCHALLENGINGTHELATESTCOLLEGEENGLISHCURRICULUMREQUIREMENTSDISTRIBUTEDBYCHINAMINISTRYOFEDUCATIONIN2007POINTSOUTTHATTHEOBJECTIVEOFCOLLEGEENGLISHTEACHINGISTODEVELOPSTUDENTSABILITYTOUSEENGLISHINAWELLROUNDEDWAY,ESPECIALLYINLISTENINGANDSPEAKINGUNDERTHESENEWCIRCUMSTANCES,COOPERATIVELEARNINGANDCOLLABORATIVELEARNINGARETWOWIDELYACCEPTEDCONCEPTSINCHINAANDINTEGRATEDINTOTHEPRACTICEOFCOLLEGEENGLISHTEACHINGWHILETHETWOCONCEPTSOFTEACHINGAREUSED,PROBLEMSAREREPORTEDINCOLLEGEENGLISHTEACHINGBYTEACHERSWHILEDIVIDEDINTODIFFERENTGROUPSOFLEARNING,STUDENTSTENDTOHOLDDIFFERENTATTITUDESONTHESAMEISSUE,LEADINGTOCOLLECTIVEORIENTATIONBETWEENGROUPS,ANDTHETEACHERSAREUNABLETOCONTROLTHEWHOLECLASSSOTHEAUTHORINTRODUCEDANDADOPTEDANEWTEACHINGMODELSYNERGISTICLEARNINGTOIMPROVETHECONDITIONOFCOLLEGEENGLISHTEACHINGUNDERNEWCIRCUMSTANCESTHEPRESENTRESEARCHMAINLYDISCUSSESTHERELATIONSHIPBETWEENTHECHANGINGTEACHINGMODEONNONENGLISHMAJORSLEARNINGMODELANDTHEEFFECTONTHEIRSCORESINTHEIRTESTTHEAUTHORRANDOMLYCHOSEONEOFHISTEACHINGCLASSESASTHETREATMENTGROUPCONSISTEDOF30STUDENTSANDONEOFOTHERTEACHERSTEACHINGCLASSESASTHECONTROLGROUPCONSISTEDOF31STUDENTSASFORTHETREATMENTGROUP,THEAUTHORFIRSTCONCLUDEDTHEIRMAINDIFFICULTIESINLISTENINGBYINTERVIEWINGANDTHEQUESTIONNAIRESONTEACHINGSATISFACTION,ANDSHOWEDTHEMTHENEWTEACHINGMODEOFSYNERGISTICLEARNINGSLFORSHORTANDTHENAPPLIEDSLTOESTABLISHTHEAUTHORSOWNMODELOFLISTENINGTEACHINGTOGUIDETHESTUDENTSTOLEARNLISTENINGAFTERCLASS,ANDATTHEENDOFTHEEXPERIMENT,THESTUDENTSWEREREQUIREDTOFILLOUTQUESTIONNAIRESFORTHEIRTEACHINGSATISFACTIONANDFEEDBACKONTHETRAININGASFORTHECONTROLGROUP,THEAUTHORASKEDFORTHETEACHERSCOOPERATIONTOCONTINUETHETRADITIONALWAYOFTEACHINGBOTHTHETREATMENTGROUPANDTHECONTROLGROUPWEREASKEDTOTAKEPARTINTHEPRETESTANDPOSTTESTBYUSINGSPSS160TOCONTRASTANDANALYZETHEDATACOLLECTEDFROMTHEPRETESTANDPOSTTEST,THEAUTHORFOUNDTHATTHEREWASNOSIGNIFICANTDIFFERENCEBETWEENTHETWOGROUPSINLISTENINGACHIEVEMENTBEFORETHEEXPERIMENT,WHILEINTHEPOSTONE,THESTUDENTSINTHETREATMENTGROUPPERFORMEDSIGNIFICANTLYBETTERTHANTHOSEOFTHECONTROL,THEGENERALLISTENINGMARKSOFTHETREATMENTGROUPISMUCHHIGHERTHANTHATOFTHECONTROLGROUPATTHESAMETIME,ITISFOUNDTHATTHECHANGINGWAYSOFTEACHINGUNDERTHEGUIDEOFTHETHEORYOFSYNERGISTICLEARNINGCANEFFECTIVELYPROMOTEENGLISHLEARNERSLISTENINGABILITYTHROUGHTHEANALYSISANDCOMPARISONINTHETREATMENTGROUP,THROUGHTHEANALYSISOFTHETWOQUESTIONNAIRES,THEAUTHORFOUNDTHATTHECHANGINGTEACHINGMODESUNDERTHEGUIDANCEOFTHETHEORYOFSYNERGISTICLEARNINGCANEFFECTIVELYIMPROVESTUDENTSTEACHINGSATISFACTIONONENGLISH,CHANGETHEATTITUDESSTUDENTSHELDTOWARDSENGLISHANDCULTIVATETHEIRENTHUSIASMANDINITIATIVEINLEARNINGENGLISHSOMEGOODSTUDENTSCANEVENAPPLYTHETEACHERSNEWTEACHINGMEASUREINTOTHEIRDAILYLIFETOFORMLEARNINGHABITSTHERESEARCHFINDINGSAREGOODREFERENCESFORCHINESEENGLISHTEACHERSTOREFORMTHEIRCOLLEGEENGLISHTEACHINGANDLEARNINGSOASTOHELPTHEIRSTUDENTSTOACHIEVEBETTERENGLISHLISTENINGPROFICIENCY,ANDPROVIDETHEFOUNDATIONFOROTHERFURTHERRESEARCHESONTHEAPPLICATIONOFTHETHEORYONSYNERGISTICLEARNINGINTOCOLLEGEENGLISHTHISRESEARCHINCLUDESFIVEPARTSPARTONEINTRODUCESTHEBACKGROUNDINFORMATIONANDMOTIVATIONOFTHEPRESENTRESEARCHPARTTWOISTHELITERATUREREVIEW,ITINTRODUCESFOREIGNANDNATIVELITERATUREREVIEWONLANGUAGETEACHINGSTRATEGIES,GOALSANDAPPROACHESOFTHECOLLEGEENGLISHTEACHINGANDTHEMAINTHEORIESONSYNERGISTICLEARNINGPARTTHREEISTHERESEARCHDESIGNINCLUDINGRESEARCHQUESTIONS,OBJECTIVES,INSTRUMENTS,METHODS,ANDPROCEDUREANDDATACOLLECTIONPARTFOURISTHEANALYSISANDDISCUSSIONONTHEEXPERIMENTALRESULTSANDTHEEXPATIATIONONTHERESULTSFROMTHEANGLEOFCOGNITIVETHEORYPARTFIVECONCLUDESTHEMAINFINDINGS,ANDPUTSFORWARDTHEPEDAGOGICALIMPLICATIONSANDTHELIMITATIONSANDPROSPECTSOFTHEPRESENTRESEARCHKEYWORDSSYNERGISTICLEARNINGTHEORYENGLISHTEACHINGSATISFACTIONLISTENINGTESTSCORESNONENGLISHMAJORSTABLEOFCONTENTS摘要IABSTRACTIIITABLEOFCONTENTSVIALISTOFTABLESVIIIALISTOFFIGURESIXALISTOFABBREVIATIONSXCHAPTER1INTRODUCTION111RESEARCHBACKGROUND112RESEARCHMOTIVATION213ANOVERALLSTRUCTUREOFTHETHESIS4CHAPTER2LITERATUREREVIEW621BRIEFREVIEWOFSTUDIESONLANGUAGELEARNINGSTRATEGIESLLSHOMEANDABROAD6211RELATEDSTUDIESABROAD6212RELATEDSTUDIESATHOME1322TRAININGOFLLS16221FACTORSAFFECTINGLLS16222GOALSANDAPPROACHESOFTRAININGLLS18223ROLESOFTEACHERINTRAININGLLS2223MAJORTHEORIESONSELFMONITORINGSTRATEGIESSMS25231DEFINITIONSOFSMS26232APPLICATIONOFSMSINENGLISHLISTENING26CHAPTER3RESEARCHDESIGN3031RESEARCHQUESTIONSANDOBJECTIVES3032RESEARCHSUBJECTS3033RESEARCHINSTRUMENTS3134RESEARCHMETHODSANDPROCEDURES33341TREATMENTFORBOTHGROUPS33342DATAANALYSISMETHODS3735DATACOLLECTION40CHAPTER4RESULTSANDDISCUSSIONS4241RESULTSANDDISCUSSIONSOFQUESTION142411CONTRASTIVEANALYSISBETWEENEGANDCGINPRETEST45412CONTRASTIVEANALYSISBEFOREANDAFTERTHEEXPERIMENT46413CONTRASTIVEANALYSISBETWEENEGANDCGINPOSTTEST48414ANALYSISOFSTUDENTSFEEDBACKONSELFMONITORINGSTRATEGIESTRAINING5042RESULTSANDDISCUSSIONSOFRESEARCHQUESTION25343ACOGNITIVEACCOUNTOFTHERESULTSOFTHEEXPERIMENT58CHAPTER5CONCLUSION6151MAJORFINDINGS6152PEDAGOGICALIMPLICATIONS6253LIMITATIONSANDPROSPECTSFORFUTURERESEARCH63BIBLIOGRAPHY65APPENDIXII73独创性声明75ALISTOFTABLESTABLE31THESCORESOFTHETWOGROUPSINPRETESTANDPOSTTEST41TABLE41ONESAMPLEKOLMOGOROVSMIRNOVTESTFORTHETWOTESTS42TABLE42GROUPSTATISTICSINPRETEST45TABLE43INDEPENDENTSAMPLESTTESTOFBOTHGROUPSINPRETEST45TABLE44PAIREDSAMPLESSTATISTICSOFTWOGROUPSINPRETESTANDPOSTTEST46TABLE45PAIREDSAMPLESTESTOFTWOGROUPSINPRETESTANDPOSTTEST46TABLE46SCORESDEVIATIONOFTHEFIVEBACKWARDSTUDENTSINEG47TABLE47SCORESDEVIATIONOFTHEINACTIVESTUDENTSINEG48TABLE48GROUPSTATISTICSOFBOTHGROUPSINPOSTTEST49TABLE49INDEPENDENTSAMPLESTTESTOFBOTHGROUPSINPOSTTEST49TABLE410DATAOFTHEQUESTIONNAIREFILLEDOUTBYTHESTUDENTS50TABLE411ONESAMPLEKOLMOGOROVSMIRNOVTESTFORTHETWOTESTS55TABLE412GROUPSTATISTICSOFTHETWOGROUPSINTHEQUESTIONNAIRE56TABLE413INDEPENDENTSAMPLESTTESTOFTHETWOGROUPSINTHEQUESTIONNAIRE56ALISTOFFIGURESFIGURE41HISTOGRAMOFEXPERIMENTALGROUPSSCORESINPRETEST43FIGURE42HISTOGRAMOFCONTROLGROUPSSCORESINPOSTTEST43FIGURE43HISTOGRAMOFEXPERIMENTALGROUPSSCORESINPOSTTEST44FIGURE44HISTOGRAMOFCONTROLGROUPSSCORESINPOSTTEST44FIGURE45HISTOGRAMOFTHEEFFECTIVELEARNERSSCORESINTHEQUESTIONNAIRE55FIGURE46HISTOGRAMOFTHELESSEFFECTIVELEARNERSSCORESINTHEQUESTIONNAIRE56ALISTOFABBREVIATIONSCECRCOLLEGEENGLISHCURRICULUMREQUIREMENTSCET4COLLEGEENGLISHTESTBAND4CET6COLLEGEENGLISHTESTBAND6MSMEANSCORELLSLANGUAGELEARNINGSTRATEGIESCLSCOGNITIVELEARNINGSTRATEGIESMLSMETACOGNITIVELEARNINGSTRATEGIESSMSSELFMONITORINGSTRATEGIESEGEXPERIMENTALGROUPCGCONTROLGROUPCHAPTER1INTRODUCTION11RESEARCHBACKGROUNDASINRECENTYEARS,THEVIGOROUSDEVELOPMENTOFCHINASEDUCATIONALUNDERTAKINGS,THEPROPORTIONOFUNIVERSITYSTUDENTSINCREASEDYEARBYYEAR,INPARTICULARTHECONTINUOUSLYINCREASINGENROLLMENTINRECENTYEARSSOTHATTHENUMBEROFUNIVERSITYSTUDENTSSOAREDTHISHASBROUGHTMANYRELEVANTISSUESANDCHALLENGESTOTHECOURSEOFCOLLEGEENGLISHWHATSMORE,WITHTHEDEVELOPMENTOFCURRENTINFORMATIONTECHNOLOGY,INPARTICULARTHEINTERNETMEDIA,APROFOUNDEDUCATIONREFORMEDUCATIONINFORMATIZATIONOCCURREDMULTIMEDIATECHNOLOGYISWIDELYIMPLEMENTEDINCOLLEGEENGLISHTEACHING,ESPECIALLYLISTENINGCLASSESMAKINGTHEPROCESSMOREOPEN,COMPLEXANDCHALLENGINGRESEARCHESWEAVER1972,RIVERS1981,MORLEY1991SHOWTHATINDAILYLIFEWELISTENTWICEASMUCHASWESPEAK,FOURTIMESASMUCHASWEREAD,ANDFIVETIMESASMUCHASWEWRITECELCEMURCIA1995THENEWESTCOLLEGEENGLISHCURRICULUMREQUIREMENTSCECRDISTRIBUTEDBYCHINAMINISTRYOFEDUCATIONIN2007POINTSOUTTHATTHEOBJECTIVEOFCOLLEGEENGLISHTEACHINGISTODEVELOPSTUDENTSABILITYTOUSEENGLISHINAALLROUNDEDWAY,ESPECIALLYINLISTENINGANDSPEAKINGWHATSMORE,COLLEGEENGLISHTESTCET4WENQIUFANG1995LIUSHAOLONG1996HUANGZIDONG1998,WHATTHEYDONEPAVEDTHEWAYFORUSTODEVELOPTHEFURTHERANDWIDERRANGERESEARCHBYANALYZINGTHEUNDERGRADUATESTUDENTSSCORESOF2006GRADEINCET4OF2007,12AND2008,6,THEAUTHOROFTHETHESISFOUNDTHAT,INCET4OF2007,12,THEMEANSCOREOFLISTENINGPARTOFHENANPROVINCEIS137THETOTALSCOREOFLISTENINGPARTIS249,THEMSOFLISTENINGPARTOFTHEWHOLECOUNTRYIS141INCET4OF2008,6,THEMEANSCOREOFLISTENINGPARTOFHENANPROVINCEIS138THETOTALSCOREOFLISTENINGPARTIS249,THEMSOFLISTENINGPARTOFTHEWHOLECOUNTRYIS142FROMTHISWECANKNOWTHATENGLISHLISTENINGTEACHINGLEVELOFOURHENANPROVINCEISMUCHLOWERTHANTHEAVERAGELEVELOFTHEWHOLECOUNTRYS,SOWEHAVEALONGWAYTOGOTOCATCHUPWITHTHEAVERAGELEVELOFTHEWHOLECOUNTRYSENGLISHLISTENINGTEACHINGWEMUSTDEEPENANDFURTHERTHETHEORETICRESEARCHANDSTRATEGIESTRAININGOFOURENGLISHLISTENINGTEACHINGANDLISTENINGTOHELPSTUDENTSIMPROVETHEIRENGLISHLISTENINGACHIEVEMENTSLANGUAGELEARNERSCANUSELANGUAGELEARNINGSTRATEGIESTHATARECONSCIOUSSTEPSANDBEHAVIORSTOENHANCETHEACQUISITION,RETENTION,RETRIEVALANDUSEOFINFORMATIONSTRATEGIESARETEACHABLEANDMALLEABLECHAMOTCHAMOTOMALLEYETAL,1985AOXFORD,1986OXFORDETAL,1989RUBIN,1987VOGELY,1995HOWEVERWEARENOTCLEARTHATWHICHSTRATEGYCANHELPSTUDENTSIMPROVETHEIRLISTENINGACHIEVEMENTSTOTHELARGESTEXTENTWHENTHEYDOLISTENINGCOMPREHENSION,ORHOWTHESTRATEGYAFFECTSSTUDENTSLISTENINGPROCESS,ANDWHETHERORNOTEFFECTIVELISTENERSAREMORECLEVERANDOFTENATUSINGSTRATEGIESTHANLESSEFFECTIVELISTENERSTHEREFORE,INTHEPRESENTSTUDY,THEAUTHOROFTHISTHESISWILLCARRYOUTARESEARCHONSELFMONITORINGSTRATEGIESINTHEIMPROVEMENTOFCOLLEGESTUDENTSENGLISHLISTENINGACHIEVEMENTS,ANDTHERESULTSAREEXPECTEDTOGIVESOMEASSISTANCEANDIMPLICATIONSFORCOLLEGEENGLISHLISTENINGTEACHERS13ANOVERALLSTRUCTUREOFTHETHESISTHETHESISCONSISTSOFFIVECHAPTERSCHAPTER1GIVESABRIEFINTRODUCTIONTOTHERESEARCHBACKGROUND,THERESEARCHMOTIVATIONANDTHEOVERALLSTRUCTUREOFTHETHESISCHAPTER2ISTHETHEORETICALFRAMEWORKOFTHESTUDYITGIVESTHELITERATUREREVIEWANDMAJORTHEORIESONSELFMONITORINGSTRATEGIES,THENTHETRAININGOFLANGUAGELEARNINGSTRATEGIESAREALSODISPLAYEDCHAPTER3PRESENTSTHERESEARCHDESIGNS,WHERERESEARCHQUESTIONS,RESEARCHSUBJECTSANDRESEARCHINSTRUMENTARERAISED,ANDTHESPECIFICDATACOLLECTINGANDPROCESSWILLBEINTRODUCEDCHAPTER4INTRODUCESTHERESEARCHRESULTSANDDISCUSSIONS,THENACOGNITIVEACCOUNTOFTHERESULTSOFTHEEXPERIMENTAREGIVENTHELASTCHAPTER,CHAPTER5,CONCLUDESTHEWHOLERESEARCHANDSUMMARIZESTHEMAJORFINDINGSANDTHEPEDAGOGICALIMPLICATIONSOFTHERESEARCH,FINALLY,OFCOURSE,THELIMITATIONSOFTHEPRESENTRESEARCHANDPROSPECTSFORFUTURERESEARCHAREINTRODUCEDCHAPTER2LITERATUREREVIEWASHASBEENSTATEDINCHAPTERONE,THEMAINPURPOSEOFTHEPRESENTSTUDYISTOEXPLORETHEROLESOFSELFMONITORINGSTRATEGIESINIMPROVEMENTOFCOLLEGESTUDENTSENGLISHLISTENINGACHIEVEMENTSTHEREFORE,ITISNECESSARYTOGIVEAREVIEWOFSOMEEARLYSTUDIESINSECONDLANGUAGELEARNINGSTRATEGIES,ESPECIALLYTHESELFMONITORINGSTRATEGIESANDITSRELATEDTHEORIESITISHOPEDTOGETATHEORETICALFRAMEWORKFORTHEPRESENTSTUDY21BRIEFREVIEWOFSTUDIESONLANGUAGELEARNINGSTRATEGIESLLSHOMEANDABROAD211RELATEDSTUDIESABROADTHESTUDYOFSECONDLANGUAGELEARNINGSTRATEGIESABROADWASORIGINATEDFROMTHEMIDDLEOF1970SAMERICANRUBIN,J,CANADIANNAIMAN,N,FROHLICH,M,ANDTODESCO,AFIRSTSTARTEDTHISKINDOFSTUDIESTHEYTHOUGHTTHATTHEDIFFERENCEBETWEENGOODLEARNERSANDPOORLEARNERSWASTHATTHEGOODLEARNERSCANMAKEUSEOFSOMESTRATEGIESTOGUIDETHEIRLEARNINGPROCESSESIN1975,RUBINPUBLISHEDANARTICLENAMEDWHATTHEGOODLANGUAGELEARNERCANTEACHUSINTESOLQUARTERLY,ANDSEVENSTRATEGIESOFGOODLEARNERSWERECONCLUDEDINITSTERNANDNAIMANALSOPUBLISHEDTHEIRARTICLEINCANADIANMODERNLANGUAGEREVIEWANDTESLTALKFROMTHENONTHESTUDYOFLEARNINGSTRATEGIESBECAMEMOREANDMOREPOPULARTILL1987,MOSTRESEARCHERSINTERESTSONLANGUAGELEARNINGSTRATEGIESBEGANTOSHIFTTOFOCUSONTHESTUDYOFLEARNERS,WECANSEEITFROMTWOCOLLECTIONSOFTHESESLEARNERSTRATEGIESINSECONDLANGUAGELEARNINGPUBLISHEDBYWENDEN,AANDRUBINANDLANCASTERPRACTICALINENGLISHLANGUAGEEDUCATIONPUBLISHEDBYCANDLINANDMARPHYINTHISYEARIN1990,OMALLEY,JANDCHAMOT,APUBLISHEDABOOKNAMEDLEARNINGSTRATEGIESINSECONDLANGUAGEACQUISITION,WHICHBASEDONTHECOGNITIVELEARNINGTHEORYPROVIDEDUSMANYGOODSUGGESTIONSABOUTSTUDYINGLEARNINGSTRATEGIESANDLEARNINGSTRATEGIESTRAININGFROMTHISTIMEON,THESTUDYOFSECONDLANGUAGELEARNINGSTRATEGIESHASBEENDEVELOPINGVERYRAPIDLYASFORTHEDEFINITIONSANDCLASSIFICATIONSOFLEARNINGSTRATEGIES,MANYRESEARCHERSHAVEDIFFERENTVIEWSFROMTHEFUNCTIONALPERSPECTIVE,OXFORD,R1989DEFINESLANGUAGELEARNINGSTRATEGIESAS“BEHAVIORSORACTIONSTAKENBYTHELEARNERTOMAKELEARNINGEASIER,FASTER,MOREENJOYABLE,SUCCESSFUL,SELFDIRECTED,EFFECTIVE,ANDTRANSFERABLETONEWSITUATIONS”ACCORDINGTORODELLIS1994,“STRATEGYISAKEYTERMINCOGNITIVEACCOUNTOFSECONDLANGUAGEACQUISITIONINGENERAL,THETERMREFERSTOSOMEFORMOFACTIVITY,MENTALORBEHAVIORAL,WHICHMAYOCCURATASPECIFICSTAGEINTHEOVERALLPROCESSOFLEARNINGANDCOMMUNICATING”FORMTHECONTRASTANDCOMPAREOFTHETWODEFINITIONS,WECANDRAWANIDEATHATTHELATTERISALITTLEDIFFICULTTOUNDERSTAND,WHILETHEFORMERISALITTLEEASIER,JUSTBECAUSEITPOINTEDOUTTHATLEARNINGSTRATEGIESARESOMESTEPS,MEASURESANDAPPROACHESTAKENBYSTUDENTSTOIMPROVETHEIROWNLEARNINGSINCE1980S,MANYRESEARCHERSINTHISFIELDRUBIN1987,SKEHAN1989,OMALLEYANDCHAMOT1990,OXFORD1990,STERN1992HAVEBEENSTUDYINGTHERELATIONSHIPBETWEENLEARNINGSTRATEGIESANDSECONDLANGUAGELEARNINGANDCLASSIFIEDLANGUAGELEARNINGSTRATEGIES,THEREFORESOMECLASSIFICATIONSOFLEARNINGSTRATEGIESWERERELEASED,INWHICHTHEREWEREMANYIMPORTANTFINDINGSWORTHWHILETOTAKENOTICEOF,ALTHOUGHTHESECLASSIFICATIONSREFLECTEDMOREORLESSTHESAMECATEGORIZATIONWITHOUTDRASTICDISTINCTIONNEXTTHEIRTAXONOMI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