期刊名称：Zeitschrift für interkulturellen Fremdsprachenunterricht
印刷版ISSN：1205-6545
出版年度：2009
卷号：14
期号：1
页码：65-81
出版社：Division of Germanic Languages, Literatures and Linguistics der Universitat Alberta
摘要：After thirty years of research and practice, the field of Language Learner/Learning Strategies (LLS) has witnessed a
clear shift away from compiling ―good‖ strategies employed by the ―good‖ language learner to localizing an individual‘s stra-
tegic reactions to contextualized tasks. The present study‘s objective was to investigate if there is a link between strategy use
and specific tasks within a specific setting, i.e., task-specific strategy use in an adult EFL (as opposed to ESL) classroom. This
direction adds to the strategy research repertoire with more examples from different learning environments, making the re-
search thread richer. This study also measured the effect of learners‘ prior strategy knowledge on actual strategy use. Results
can help the process of mapping specific strategies to specific tasks.
关键词：Language Learner/Learning Strategies, Task-Specific Strategy Use, English as a Foreign Language
