Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues

Abstract

Spearheaded by Rubin (1975) and others (e.g. Stem 1975), extensive re search into language learner strategies (LLS) has been conducted to investi gate successful and less successful learner behaviours in the West in the field of second language acquisition (SLA). Research into EFL learner strategies in the People's Republic of China (PRC) is beginning to gain some momentum and can be roughly divided into two major strands. One is some sporadic writings about language learners' learning methods possibly without the writers being explicitly exposed to influences from this learning theory. The other is empirical research through different data elicitation methods in the Western empirical research tradition. While the first strand relies heavily on anecdotal evidence on general learner behaviours, the other has explored, so far, different skill areas, including strategies for oral communication, listening strategies, vocabulary learning strategies, reading strategies, writing strategies, LLS in general, and learner metacognition of learning processes. It seems that almost all the studies have tried to establish correlations between learner strategies and language learning achievements. This article examines how research into Chinese EFL learner strategies has contributed to the understanding of Chinese EFL students, trying to find a link between this information and its insight into peda gogical practices in the classroom.