@article{oai:dwcla.repo.nii.ac.jp:00000190,
 author = {吉田, ひと美 and YOSHIDA, Hitomi},
 journal = {Asphodel, アスフォデル},
 month = {Jul},
 note = {application/pdf, AN00000289-20120726-126, This paper aims to explore out-of-class learning by reporting on a learning history research project. Life-story methods are used to collect the language learning stories of two successful Japanese learners of English who have learned English without having studied or lived outside of Japan. Here, two stories are presented. The paper examines them by addressing the following questions: 1) What motivated them to learn the foreign language and to self-regulate as a mode of learning? 2) What strategies did they use to learn the language? Self-regulated learning theory is adopted to observe how they regulated and motivated themselves to continue long-term learning. The results show that although the two participants vary in personal traits, interests, familial background, and school environment they shared many behavioural patterns in terms of making the most of the language opportunities they can get. The study further finds that the participants not only took advantage of the FL setting but also compensated for any disadvantage they had by creating a replacement for that which they cannot get such as output opportunities or authentic communicative situations. Although this study supports the previous research about good language learner strategies by using learning trajectory, it also gives insights into how the past experience of learning impacted on the participants future learning attitudes, how such experience is coconstructed with others who surround the learner, and how the selfregulated learning is performed.},
 pages = {126--146},
 title = {英語学習成功者のストーリーからみる学習方略と学習動機},
 volume = {47},
 year = {2012},
 yomi = {ヨシダ, ヒトミ}
}