A study of Cognitive Learning Strategy Use on Reading Tasks in the L2 Classroom

摘要

Recently there has been a surge of interest in the use of cognitive learning strategies in second language(L2) acquisition. This can be seen in the number of texbooks and teacher prepared materials that are being developed promoting strategy as a key approach to skill instruction L2 learning. It is also evident in research that is being conducted on various aspects of learning strategy use in L2 acquisition (e.g., Green & Oxford, 1995; Rost, 1993; Oxford, 1996). The study reported here addresses the use of cognitive learning strategies by L2 learners. To determine the relationship of cognitive learning strategy use and task performance, 204 freshman students at a Japanese university participated in this study. The relationship in explored through the following two questions. First, what is the effect of cognitive learning strategy use on task performance in the L2? and second, which of the learning strategies used lead to more successful task performance? In order to address these questions two reading passages spaced six weeks apart were given to the students to be studeid as homework. In the following class period a set of comprehension questions assessing understanding and retention of information from the readings was given . The materials and notes the students used to study the reading passages were examined for strategy use. The strategies used by the learners were then compared for differences in their effect on task performance.