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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1989

Title: (1) how learners approach learning, both in and out of classrooms, and (2) the kinds of strategies and cognitive processing they use in second language acquisition
Authors: Cao Thuy Hong
Keywords: (1) how learners approach learning, both in and out of classrooms, and (2) the kinds of strategies and cognitive processing they use in second language acquisition
Issue Date: 2008
Publisher: ULIS
Abstract: Along with the appearance of the Cognitive view of learning, which regards language learning as a dynamic, creative process and the learners as active strategy users and knowledge constructors, many researchers have shifted their focus of attention from teaching methods to learners (Chamot, A.U. & O’Malley, J. M., 1994). Quite a large amount of research literature have paid attention to (1) how learners approach learning, both in and out of classrooms, and (2) the kinds of strategies and cognitive processing they use in second language acquisition (O’Malley, J. M. & Chamot, A.U., 1995). The first studies on “good language learner” were initiated by Rubin (1975) and Stern (1975). Research results suggested that the “good language learner” might be doing something special that we could all learn from. From these very first initiatives, more and more researchers have come to recognize the significance of special learner techniques or strategies in second language acquisition. Bialystock (1978: 71) states in his study that learning strategies are “optimal means for exploiting available information to improve competence in a second language”. Therefore, language learning strategies are beneficial for those who hope to improve his language skills in a better way. Oxford (1989) considers learning strategies as one of the “most important variables influencing performance in a second language” (p.238). His research findings also recommend that “better strategies improve language performance.” (Oxford, 1989: 238)
URI: http://hdl.handle.net/123456789/1989
Appears in Collections:3.2 Luận văn

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