Dong-Ho Kang. 2001. The Use of Language Learning Strategies in Korean EFL Input-Poor Contexts. Studies in Modern Grammar 24, 179-201. The purpose of this study was to identify Korean students` learning strategies through the cross-sectional study as a first step to make a framework of the strategy instruction. The retrospective interview and think-aloud procedures were used to assess the learning strategies of sixty students from grades 7, 8, and 9. The results showed that (1) biological or developmental increase in strategy use did not appear with Korean middle school students and regardless of their proficiency levels, all students seldom used social strategies; (2) the differences between advanced students and poorer students were significant in the use of metacognitive and memory strategies; (3) specific strategy use depended on the type of tasks; and (4) there was no difference between males and females across levels. The findings suggest that effective language learning strategies should be taught for a students and be modeled simultaneously with what is being taught, but with different emphasis of the strategy use.

• 강동호 | Dong Ho Kang