Abstract
There are many researches about learning strategies of adolescent students and adult learners, but few on learning strategies of middle-aged learners. Through a case study, the paper finds out that middle-aged learners use six classes of learning strategies in a high frequency, especially cognitive strategies, meta-cognitive strategies and social strategies. But compensation strategies, memory strategies and affective strategies were used at a lower frequency. The factors of age and life experience as well as cultural background are of great significance for the choice of using certain learning strategies. The results of the study also show that SILL is of high reliability for the study on learning strategies of Chinese second language learners.
Highlights
In recent years, English learning and teaching have been largely changed with advances in information technology and there is the rise of blended learning which is bound to change the contents, means and concepts of English education, as well as gives students more choices about the contents and methods of learning (Hao)
The results of the study show that Strategy Inventory for Language Learning (SILL) is of high reliability for the study on learning strategies of Chinese second language learners
The studying scope of learning strategies are limited to adolescent students, while little study on adult learners, not to mention middle-aged learners
Summary
Lyu Liangqiu1 & Xu Zhengqiu School of Foreign Languages, North China Electric Power University, Beijing, China Correspondence: Xu Zhengqiu, School of Foreign Languages, North China Electric Power University, Beijing, China.
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