摘要：The search for the common features of “good language learners” has obsessed scholars such as Naiman et al. (1978), Rubin (1975), and Stevick (1989). Regarding those with good writing skill in particular, some (Angelova, 1999; Beare, 2000; Victori, 1995) list some features such as language proficiency, L1 writing competence, use of cohesive devices, meta cognitive knowledge about the writing task. The purpose of this study was to find the cognitive and metacognitive strategies of a successful learner in writing skill (considering those suggested by Arndt, 1987; Wenden, 1991). Tina, a 27 year old language learner with a BS degree in architecture, was found the most suitable case based on the teacher`s observation of her good writing and the analysis of Oxford's (1990) strategy inventory for language learning (SILL) administered. The data collected from the observation of her writing, the think-aloud protocol and the interview showed that Tina made use of most of the cognitive and metacognitive strategies listed but there was no evidence of L1 reliance in her L2 writing. The data also revealed that she was highly good at using prefabricated phrases and sentences in her writing.
