This paper describes a close-up investigation of one advanced language learner’s interaction with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension of academic writing vocabulary. The learner provided introspective and retrospective verbal report data, log entries, and completed a measure of learning style. The results showed that engaging in eight SI sessions heightened the learner’s awareness of (1) the benefits of being strategic in accessing available resources to assist her in fine-tuning academic vocabulary, (2) the moment-by-moment fluctuation of strategy functions (i.e., metacognitive, cognitive, social, affective), and (3) how her learning style preferences came into play when using selected strategies.

In particular, the data underscored the value of the practical suggestions and tips provided by SI materials for enhancing her ability to plan and reflect on strategy use. The data also revealed that her awareness of both style-matching and style-stretching informed her selection and use of strategies. The implications for individualized approaches to the implementation of SI are discussed.

本文描述了一个高级语言学习者与策略指导（SI）资料的互动的特写研究，该资料是专门为增强对学术写作词汇的理解能力而设计的。学习者提供了内省性和回顾性的口头报告数据，日志条目，并完成了学习风格的评估。结果表明，参加八次SI培训提高了学习者的意识：（1）在获取可用资源以进行战略性调整以帮助她调整学术词汇量方面的优势;（2）策略功能的逐时波动（ （即元认知，认知，社交，情感），以及（3）在使用选定策略时她的学习风格偏好如何发挥作用。

尤其是，这些数据突出了SI材料提供的实用建议和技巧的价值，这些信息和技巧可增强其计划和反思策略使用的能力。数据还表明，她对风格匹配和风格伸展的意识为她选择和使用策略提供了依据。讨论了实施SI的个性化方法的含义。