Fluctuation in the functions of language learner strategies

Abstract

This study focused on the assumption that language learner strategies are monolithic with regard to their function (i.e. metacognitive, cognitive, social, or affective). Three ESL and three EFL Chinese-speaking university students individually performed an English vocabulary task (i.e. making fine-tuned semantic distinctions) to explore the extent that the use of a given strategy involves more than one function. Introspective and retrospective verbal report data and a measure of vocabulary depth were obtained from the students. The results showed fluctuation in strategy functions when strategies were used either alone, in sequence, or in pairs or clusters. In addition, there was not only one-way, linear progression from one function to another, but also two-way micro-fluctuation both for the same strategy and across strategies.