영어학습전략 연구 30년 개관 (An overview of the research on second language learning strategies for 30 years)

서지정보

· 발행기관 : 팬코리아영어교육학회
· 수록지 정보 : 영어교육연구 / 23권 / 1호 / 241 ~ 260페이지
· 저자명 : 이경랑

초록

This study aimed to provide an overview of the research on second language learning strategies which has been conducted for about 30 years. Based on the representative researchers’ works in the field of second language learning strategies, such as Rubin (1975, 2005), Stern (1975), Oxford (1990, 1993a, 1996), O’Malley and Chamot (1990), and Chamot (1999, 2005), this study outlined the previous research classifying the characteristics of it as beginning (from the mid-70s to the mid-80s), growing (from the mid-80s to the mid-90s), and maturing (from the mid-90s to now). While the researchers were interested in the differences between good language learners and poor language learners in the beginning period, they made great efforts to create objective tools to classify and assess learners’ language learning strategies in the growing period. In the maturing period, they tried to triangulate various methods to understand learners’ use of learning strategies, as well as to teach what strategies to use and how to use them appropriately for a given task in a more individualized way. Descriptions and discussions of respective periods are given, as are further potential research directions.

영어초록

This study aimed to provide an overview of the research on second language learning strategies which has been conducted for about 30 years. Based on the representative researchers’ works in the field of second language learning strategies, such as Rubin (1975, 2005), Stern (1975), Oxford (1990, 1993a, 1996), O’Malley and Chamot (1990), and Chamot (1999, 2005), this study outlined the previous research classifying the characteristics of it as beginning (from the mid-70s to the mid-80s), growing (from the mid-80s to the mid-90s), and maturing (from the mid-90s to now). While the researchers were interested in the differences between good language learners and poor language learners in the beginning period, they made great efforts to create objective tools to classify and assess learners’ language learning strategies in the growing period. In the maturing period, they tried to triangulate various methods to understand learners’ use of learning strategies, as well as to teach what strategies to use and how to use them appropriately for a given task in a more individualized way. Descriptions and discussions of respective periods are given, as are further potential research directions.

참고자료

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