원문정보
초록
영어
This narrative inquiry explores how good English language learners’ (GELLs) L2 motivation and usage of language learning strategies change over time based on the onset age of active English learning in the Korean English as a foreign language (EFL) context. And also the current study examines how GELLs learn English. The authors investigated a total dataset of 83 GELLs from 25 autobiographical books on “How I succeed in learning English as a foreign language.” Results indicated that as GELLs’ language proficiency increased, their L2 motivation changed in different patterns depending on the onset age of active English learning. Second, GELLs preferred metacognitive, cognitive, memorization, and social strategies both at the beginning and advanced stage of the English learning process regardless of the onset age of active learning. Finally, GELLs acquired English through a well-balanced language course regardless of the onset age of active learning. Pedagogical implications and future research suggestions are also discussed.
목차
Introduction
Literature Review
Language Learning Strategies
Language Learning and Motivation
Methodology
Participants
Data Analyses
Results
Dynamics of L2 Motivation
The Patterns of Language Strategy Use
Strategies on a Specific Skill Area
Discussion
Conclusion and Implications
Acknowledgement
The Authors
References