원문정보
초록
영어
Duvernay, Nicholas Y. 2018. Learner Aptitude Variables in L2 Learners' Strategy Frame Shift: A Comparative Study on the Effects of Collaborative Group Discussion. Language Information 26. 129-152. This study expands upon the previous research (Duvernay & You, 2017) made to investigate the Collaborative Group Discussion** method and its effects on learning strategy use as described in the Strategy Inventory for Language Learning (SILL, Oxford 1995). In the current study, additional factors in the form of learner types—including personality, gender and learner aptitude—have been included as variables that may affect L2 learners' Strategy Inventory Frame Shift*** after a semester of classroom CGD sessions. The study found that learner types have a significant impact on variations in CGD Strategy Frame Shift (SFS) results and that the three main factors indicate interconnected correlations. In particular, introverted personalities, females and language learners of lower language-learning aptitude all demonstrated SFS in the form of improvements in metacognitive, affective and social strategy use.
목차
1. Introduction
2. Previous studies and methods
2.1. Language learning strategies
2.2. Strategy Inventory for Language Learning
2.3. Learner types
2.4. Hypotheses
3. Research design and methodology
3.1. Participants
3.2. Instruments
3.3. Strategy Frame Shift
4. Results and Discussion
4.1. Overview
4.2. Learner aptitude
4.3. Strategy Frame Shift
5. Conclusion and implications
References
Appendix 1. The Strategy for Inventory for Language Learning
Appendix 2. Sample collaborative group discussion
키워드
- Strategy Frame Shift (SFS)
- Collaborative Group Discussion (CGD)
- Strategy Inventory for Language Learning (SILL)
- language learning strategies
- learner personality types
- learner gender factors
- language-learning aptitude
- peer-collaboration
- peer-assessment
- peer-monitoring
- self-monitoring
- learner feedback
- self-sufficiency
- grouping types.