The Impact Of Learning Strategy Training On Learners' L2 Reading Proficiency And Learner Attitude

The issue of learning strategies has long attracted many researchers'attention. Research shows that learning strategies play an important role in foreign language learning. However, despite the abundance of studies focusing on strategy classification and strategy use, not much heed has been given to the training of learning strategies as well as the measurement of the effectiveness of learning strategy training. It is commonly believed that successful language learners employ different learning strategies from less successful learners. But does that mean good result will be achieved if we discover the strategies used by successful learners and teach them to less successful learners? Is there any factor that may affect the acquisition of learning strategies? What are the impacts learning strategy training may have on learners? Does different training focus result in different performance?In order to answer the questions above, a sixteen-week study was conducted to provide reading strategy training for 60 participants preparing for IELTS examination. The study was based on O'Malley's theory. One experimental group (metacognitive) received metacognitive, cognitive and social/affective strategy training, the other one (cognitive) only received cognitive and social/affective strategy training, while the control group adopted traditional teaching method. The study adopted an integrated and direct instructional model. The model drew the advantages from Oxford's model and CALLA model, taking into account the unique features of Chinese language learners.From the collection and analysis of the qualitative and quantitative data, the study found that the training had an apparent impact on learners'language performance and attitude. The learners in metacognitive group showed more marked changes in their reading proficiency, learner belief, learning interest and confidence. The study indicates that systematic, proper learning strategy training can not only improve learners'language proficiency but also help them to get rid of bad learning habits and foster learner autonomy.In addition, the study also found that not every participant was able to use the instructed strategies spontaneously. Several participants were reluctant to use the learning strategies taught in class. Such individual differences like learning style, personality, language aptitude, language learning experience, together with the difficulty of reading tasks, affect the choice and use of learning strategies, and hence, influence the effectiveness of training.