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A number of researchers have examined the variables/strategies that affect students’ learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.What makes a "good" language learner "good", and what makes a "poor" language learner "poor" What does this imply for the teaching of language in the Hong Kong context These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either "good" or "poor".Learner variables and strategies have been the focus of a number of research projects, (O’Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation.Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students. In paragraph 2 "leaner variables" and "strategies" are defined by reference to other writers （）
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Traffic statistics paint a gloomy picture. To help solve their traffic woes, some rapidly growing U.S. cities have simply built more roads. But traffic experts say building more roads is a quick-fix solution that will not alleviated the traffic problem in the long nm. Soaring land costs, increasing concern over social and environmental disruptions caused by road-building, and the likelihood that more roads can only lead to more cars and traffic are powerful factors bearing down on a 1950s-style construction program.The goal of smart-highway technology is to make traffic systems work at optimum efficiency by treating the road and the vehicles traveling on them as an integral transportation system. Proponents of the advanced technology say electronic detection systems, closed-circuit television, radio communication, ramp metering, variable message signing, and other smart-highway technology can now be used at a reasonable cost to improve communication between drivers and the people who monitor traffic.Pathfinder, a Santa Monica, California-based smart-highway project in which a 14-mile stretch of the Santa Monica Freeway, making up what is called a "smart corridor", is being instrumented with buried loops in the pavement. Closed-circuit television cameras survey the flow of traffic, while communication linked to property equipped automobiles advise motorists of the least congested routes or detours.Not all traffic experts, however, look to smart-highway technology as the ultimate solution to traffic gridlock. Some say the high-tech approach is limited and can only offer temporary solutions to a serious problem."Electronics on the highway addresses just one aspect of the problem: how to regulate traffic more efficiently," explains Michael Renner, senior researcher at the world-watch Institute. "It doesn’t deal with the central problem of too many cars for roads that can’ t be built fast enough. It sends people the wrong message. They start thinking "Yes, there used to be a traffic congestion problem, but that’s been solved now because we have, advanced high-tech system in place." Larson agrees and adds, "Smart highways is just one of the tools that we use to deal with our traffic problems. It ’snot the solution itself, just pan of the package. There are different strategies."Other traffic problem-solving options being studied and experimented with include car pooling, rapid mass-transit systems, staggered or flexible work hours, and road pricing, a system whereby motorists pay a certain amount for the time they use a highway.It seems that we need a new, major thrust to deal with the traffic problems of the next 20 years. There has to be a big change. What is the appropriate title for the passage（）
Traffic statistics paint a gloomy picture. To help solve their traffic woes, some rapidly growing U.S. cities have simply built more roads. But traffic experts say building more roads is a quick-fix solution that will not alleviated the traffic problem in the long nm. Soaring land costs, increasing concern over social and environmental disruptions caused by road-building, and the likelihood that more roads can only lead to more cars and traffic are powerful factors bearing down on a 1950s-style construction program.The goal of smart-highway technology is to make traffic systems work at optimum efficiency by treating the road and the vehicles traveling on them as an integral transportation system. Proponents of the advanced technology say electronic detection systems, closed-circuit television, radio communication, ramp metering, variable message signing, and other smart-highway technology can now be used at a reasonable cost to improve communication between drivers and the people who monitor traffic.Pathfinder, a Santa Monica, California-based smart-highway project in which a 14-mile stretch of the Santa Monica Freeway, making up what is called a "smart corridor", is being instrumented with buried loops in the pavement. Closed-circuit television cameras survey the flow of traffic, while communication linked to property equipped automobiles advise motorists of the least congested routes or detours.Not all traffic experts, however, look to smart-highway technology as the ultimate solution to traffic gridlock. Some say the high-tech approach is limited and can only offer temporary solutions to a serious problem."Electronics on the highway addresses just one aspect of the problem: how to regulate traffic more efficiently," explains Michael Renner, senior researcher at the world-watch Institute. "It doesn’t deal with the central problem of too many cars for roads that can’ t be built fast enough. It sends people the wrong message. They start thinking "Yes, there used to be a traffic congestion problem, but that’s been solved now because we have, advanced high-tech system in place." Larson agrees and adds, "Smart highways is just one of the tools that we use to deal with our traffic problems. It ’snot the solution itself, just pan of the package. There are different strategies."Other traffic problem-solving options being studied and experimented with include car pooling, rapid mass-transit systems, staggered or flexible work hours, and road pricing, a system whereby motorists pay a certain amount for the time they use a highway.It seems that we need a new, major thrust to deal with the traffic problems of the next 20 years. There has to be a big change. According to Larson, to redress the traffic problem, （）
A number of researchers have examined the variables/strategies that affect students’ learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.What makes a "good" language learner "good", and what makes a "poor" language learner "poor" What does this imply for the teaching of language in the Hong Kong context These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either "good" or "poor".Learner variables and strategies have been the focus of a number of research projects, (O’Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation.Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students. The main point of paragraph 2 is （）
By far the most common difficulty in study is simple failure to get down to regular concentrated work. This difficulty is much greater for those who do not work to a plan and have no regular routine of study. Many students muddle along, doing a hit of this subject or that, as the mood takes them, or letting their set work pile up until the last possible moment.Few students work to a set time-table. They say that if they did construct a timetable for themselves they would not keep to it, or would have to alter it constantly, since they can never predict from one day to the next what their activities will be. No doubt some temperaments take much more kindly to a regular routine than others. There are many who shy away from the self-regimentatign of a weekly time-table, and dislike being tied clown to a definite programme of work. Many able students claim that they work in cycles. When they become interested in a topic they work on it intensively for three or four days at a time. On other days they avoid work completely. It has to be confessed that we do not fully understand the complexities of the motivation to work. Most people over 25 years of age have become conditioned to a work routine, and the majority of really productive workers set aside regular hours for the more important aspects of their work. The "tough-minded" school of workers is usually very contemptuous of the idea that good work can only be done spontaneously, under the influence of inspiration.Those who believe that they need only work and study as the fit takes them have a mistaken belief either in their own talent or in the value of "freedom". Freedom from restraint and discipline leads to unhappiness rather than to "self-expression" or "personality development". Our society insists on regular habits, timekeeping and punctuality, and whether we like it or not, if we mean to make our way in society we have to comply with its demands. The most widespread problem in applying oneself to study is that of（）
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