TABLE OF CONTENTS

Acknowledgements

List of Tables

List of Figures

Chapter One: Introduction

• Background
• Research questions and a priori constructs
• Overview of conceptual framework
  • Typology research
  • Teachability research
  • Performance assessment research
• Methods

Chapter Two: Conceptual Framework

• Introduction
• Typology research
  • Methods
  • Psycholinguistic strategies
  • Behavioral strategies
• Teachability research
• Performance assessment research
• Summary

Chapter Three: Methodology

• Introduction
• Research design
  • Research design selection
  • Subject/group selection
  • Pre-post assessment instrument selection
  • Needs assessment instrument
  • Training materials
• Data collections and analysis
  • Groupwork phase
  • Stage one data collection: Needs analysis
    • Recordings of spontaneous speech
    • Identification of problematic interactions
  • Stage one data analysis
  • Stage two data collection: Pre-post assessment
    • Equivalency of treatment and control groups
    • TOEFL and TOEIC
  • Stage two data analysis
  • Stage three data collection: Strategy training
    • Criteria
    • Typology
    • Self-Evaluation
  • Stage three data analysis
• Instructional design for strategy training
  • • Sequence
    • Lesson structure

Chapter Four: Results

• Needs analysis
• Pre-post assessment
• Strategy training self-evaluation

Chapter Five: Discussion

• Strategy training effectiveness
  • Metacognitive strategies
  • Cognitive strategies
  • Socio-affective strategies
• Caveats
• Summary

Chapter Six: Conclusions

• Contributions
• Limitations
• Implications for researchers
• Implications for practitioners
• Future research

Appendices

• Appendix A: Needs analysis instrument
• Appendix B: Sample lesson structure
• Appendix C: Self-evaluation form

References