Abstract:
Recently there has been a surge of interest in the issue of learning strategy use in second language acquisition (SLA). This can be seen in the number of textbooks and teacher prepared materials that are being developed promoting strategy as a key approach to L2 learning. It is also evident in research that is being reported on various aspects of second language learning (e.g., Green & Oxford, 1995; Rost, 1993; Oxford, R. 1990). The study reported here is concerned with learning strategy use but specifically addresses the use of academic learning strategies by L2 learners. To determine the relationship of cognitive learning strategy use in L2 proficiency and task performance, 205 freshman students at a Japanese university participated in this study. The relationship was explored in the following two questions. First, what is the effect of academic learning strategy use on task performance in the L2? and second, which of the learning strategies used lead to more successful task performance? In order to address these questions two reading passages spaced six weeks apart were given to the students as homework. In the following class period a set of comprehension questions assessing understanding and retention of information from the readings was given. The materials the students used to study the reading passages were examined for strategy use. The strategies were then compared for differences in their effect on task performance.