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As illustrated in Chap. 1 , the use of language learning strategies (LLS) is influenced by a number of variables, in particular individual difference (ID) factors whose impact may really be considerable in this respect (see Sect. 1.4 ). Even though it could be reasonably speculated that similar variables come into play as regards the employment of grammar learning strategies (GLS), related empirical evidence is extremely scant, limited to just a handful of studies (see Sect. 2.5 in Chap. 2 ). Moreover, both in the field of LLS in general and in the realm of GLS in particular, almost no research has been undertaken that would have examined how the effects of strategies-based instruction (SBI), whether with respect to strategy use or second or foreign language (L2) attainment, are associated with various ID factors. Such a situation is admittedly unfortunate, given the fact that ID factors, understood as dynamic and interdependent entities that constitute personal characteristics, vary among individuals and enter into complex interactions with a wide array of external variables (e.g., instructional approaches, practices and materials, group dynamics), are part and parcel of the L2 learning process (see Dörnyei, 2005; Dörnyei & Ryan, 2015; Gregersen & MacIntyre, 2014; Larsen-Freeman & Cameron, 2008; Li et al., 2022; Pawlak, 2021a; Pawlak & Kruk, 2022; Storch, 2017) and there is every reason to believe that they are also implicated in determining the effects of pedagogical interventions intended to enhance strategy use. In accordance with this assumption, the research project reported in Chaps. 4 and 5 , apart from gauging the impact of strategies-based instruction (SBI) targeting GLS on GLS use and grammar achievement, also investigated the moderating role in this respect of five ID factors, that is, motivation, grit, curiosity, enjoyment, and engagement, that were incorporated into the research design in different ways. Following a brief, to a large extent speculative account of how individual variation can interact with interventions aimed to enhance GLS, the present chapter provides a succinct overview of these ID factors. Whenever possible, an attempt will also be made to comment on how these variables can be linked to the learning of L2 grammar.

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Strategies-Based Instruction Targeting Grammar Learning Strategies and Individual Differences

  • 章节

  • 发表日期：

    2026年

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  • Mirosław Pawlak,
  • Mariusz Kruk,
  • Joanna Zawodniak

摘要

As illustrated in Chap. 1 , the use of language learning strategies (LLS) is influenced by a number of variables, in particular individual difference (ID) factors whose impact may really be considerable in this respect (see Sect. 1.4 ). Even though it could be reasonably speculated that similar variables come into play as regards the employment of grammar learning strategies (GLS), related empirical evidence is extremely scant, limited to just a handful of studies (see Sect. 2.5 in Chap. 2 ). Moreover, both in the field of LLS in general and in the realm of GLS in particular, almost no research has been undertaken that would have examined how the effects of strategies-based instruction (SBI), whether with respect to strategy use or second or foreign language (L2) attainment, are associated with various ID factors. Such a situation is admittedly unfortunate, given the fact that ID factors, understood as dynamic and interdependent entities that constitute personal characteristics, vary among individuals and enter into complex interactions with a wide array of external variables (e.g., instructional approaches, practices and materials, group dynamics), are part and parcel of the L2 learning process (see Dörnyei, 2005; Dörnyei & Ryan, 2015; Gregersen & MacIntyre, 2014; Larsen-Freeman & Cameron, 2008; Li et al., 2022; Pawlak, 2021a; Pawlak & Kruk, 2022; Storch, 2017) and there is every reason to believe that they are also implicated in determining the effects of pedagogical interventions intended to enhance strategy use. In accordance with this assumption, the research project reported in Chaps. 4 and 5 , apart from gauging the impact of strategies-based instruction (SBI) targeting GLS on GLS use and grammar achievement, also investigated the moderating role in this respect of five ID factors, that is, motivation, grit, curiosity, enjoyment, and engagement, that were incorporated into the research design in different ways. Following a brief, to a large extent speculative account of how individual variation can interact with interventions aimed to enhance GLS, the present chapter provides a succinct overview of these ID factors. Whenever possible, an attempt will also be made to comment on how these variables can be linked to the learning of L2 grammar.