A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

them after learning.
In fact, the pedagogy of training is a significant issue discussed by various
previous researchers (Ansarine & Syal, 2000; Dornyei, 1995; Rababah, 2002b, 2002c;
Wannaruk, 2006). The training process with the tasks of “story telling,” “picture
describing,” “face-to-face conversation,” and “writing” were emphasized by
Ansarine and Syal (2000) and Wannaruk (2006). Besides, Rababah (2002c)
introduced several pedagogies in one of his studies, which mostly recommended that
the learners should raising conscious to use strategies. Additionally, Dornyei (1995)
presented four principles of training, which emphasized the value of effectiveness of
the strategy, taking risks, demonstration, and cultural diversities.
The researcher believes that future research should be conducted to aid in
training Taiwanese students to use these strategies. The researcher suggests that
different types of pedagogies need to be designed to test the effectiveness of different
methods. Through the face-to-face interview for obtaining the teachers’ opinions of
different pedagogies and their comparison of the learners’ learning effect through
different teaching methods, the results should reveal which types of training methods
are the best. In other words, according to researchers’ evaluations for training
pedagogies and the students’ performance displayed after being trained by different
activities, the most successful training ways can be explored.
The Relationship between English Proficiency and Using Strategy
Various studies had been conducted to investigate the relationship between
the strategy application, including the selection of specific strategies and their
application frequency, and incongruent levels of language learners (e.g., Corrales,
1989; Rababah, 2002b; Wannaruk, 2006; Yoshida-Morise, 1998). The analysis of this
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