Sinopse

This book investigates the relationship between learner strategy use and performance on second language tests. It does so by examining the construct validity of two questionnaires designed within a model of information processing that measures test takers self-reported cognitive and metacognitive strategy use. More interestingly, this book investigates how learner strategy use influences test performance, and how high performers use strategies differently from low performers. This book is a useful resource for those investigating the effects of strategy use on performance, for those interest in training students to use strategies in the language classroom, as well as for researchers in language assessment wishing to use structural equation modeling as an analytic tool for examining the effects of socio-psychological background variables on performance.

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