hrough a mixed research design, the present study first investigates the differences between good and poor learners of English phonology in their use of sixteen phonology learning strategies classified into four categories, and then analyzes the causes leading to the differences. The results show that the good learners tend to employ more strategies than the poor ones and use the same strategies with a higher frequency, with significant between-group differences existent in two strategy categories (self-evaluative and model-dependent) and six strategies. Those differences are due to learners’ dissimilar phonology-learning motivation types, beliefs and phonological training.
Key words
phonology learning strategies /
good learners /
poor learners /
differences /
causes
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