This paper describes a close-up investigation of four advanced language learners’ engagement with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension and production of academic vocabulary. The learners first completed a measure of learning style, and then provided introspective and retrospective verbal report data and log entries during and after each interactive session with the SI materials over an eight-week period. The results showed that the learners’ engagement in these sessions heightened their awareness of strategies for fine-tuning their comprehension and production of vocabulary. Issues also arose during their efforts at vocabulary fine-tuning—such as their doubting the results, their experiencing fatigue, and their perceived failure to strategize effectively. The study provided a look at the complex interplay of variables when the learners were attempting to extract insights from the SI materials. In particular, the data illustrated how style preferences related to the selection of strategies in academic writing. The implications for individualized approaches to the implementation of SI and for teachers’ support of L2 learners’ strategic performance are discussed.

中文翻译：

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学术写作词汇的自我访问策略指导：学习者实际做什么

本文描述了对四名高级语言学习者参与战略教学 (SI) 材料的近距离调查，这些材料专门设计用于加强对学术词汇的理解和生产的努力。学习者首先完成了学习风格的测量，然后在为期八周的 SI 材料的每次互动会议期间和之后提供内省和回顾性口头报告数据和日志条目。结果表明，学习者在这些课程中的参与提高了他们对微调理解和词汇生产策略的认识。在他们进行词汇微调的过程中也出现了一些问题——例如他们对结果的怀疑、他们感到疲劳以及他们认为无法有效制定战略。当学习者试图从 SI 材料中提取见解时，该研究提供了变量之间复杂相互作用的视角。特别是，这些数据说明了风格偏好如何与学术写作中的策略选择相关。讨论了对实施 SI 的个性化方法和教师支持二语学习者战略绩效的影响。