How Strategies Actually Combine in the Performance of Language Tasks

This example of a "third-wind approach" to language learner strategies (LLS) goes beyond comprehensive definitions, preferring instead to delve into the complexity of what actually happens when learners perform language tasks. It also goes beyond questionnaires which call for self-report about what learners tend to do and even questionnaires about what learners just did but pitched at a certain level of abstraction. 

The findings from the two studies reported on in this presentation helped to underscore the complexity of strategy use. The first study involved three ESL and three EFL Chinese-speaking university students individually performing an English vocabulary task (i.e. making fine-tuned semantic distinctions). Introspective and retrospective verbal report data and a measure of vocabulary depth were obtained from the students. The results showed that the function of the strategies (i.e. metacognitive, cognitive, social, or affective) fluctuated on a moment-to-moment basis when strategies were used 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. 

The second study investigated a hyperpolyglot's strategies for fine-tuning his understanding of Chinese vocabulary through mobile apps, online programs, and interactions with a tutor. Verbal report revealed that the subject used strategies for managing vocabulary resources and for processing the information in the resources. While sometimes separately or in clusters, he mostly used strategies in sequence or pairs. He was successful at fine-tuning 57% of the vocabulary items and unsuccessful 43% of the time.