What are the scope of F. P. A. ,W. P. A. a.nd All risks？

According to the second paragraph, landgrant college .

［A］ belonged to the landowning class

［B］ enlarged the scope of education

［C］ was provided only to the poor

［D］ benefited all but the upper class

ing English as a second language. This report identifies some of the learner variables/ strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.

What makes a 'good' language learner 'good', and what makes a 'poor' language learner 'poor'？ What does this imply for the teaching of language in the Hong Kong context？ These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, Learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either 'good' or 'poor'.

Learner variables and strategies have been the focus of a number of research projects, (O'Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.

In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research points out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986) We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style. or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success or failure in a particular language learning situation.

Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students.

In paragraph 2 learner variables, and strategies are defined by reference to other writers

A．because these writers are authorities in the field and these are recognized as important concepts

B．because these writers are authorities in the field and these are recognized as important definitions

C．because the present author is not sure what these terms mean

D．because the present author wishes to redefine the scope of research in this area

A.What

B.Where

C.What time

A.What is it

B.Who is that

C.What time is it

A.time for

B.next to the classroom

C.two o’clock

A.is

B.re

C.o

A.What

B.o

C.How's

A.What does O stands for in SWOT analysis

B.Open-minded

C.Option

D.Opportunity

E.Organization

A.o you like football

B.What’s this

C.What’s that

A.number

B.name

C.time