In response to questions about language learning strategies as a field of inquiry, Oxford’s (2011) Strategic Self-Regulation (S2R) Model conceptualizes strategies within the larger frame of self-regulation. While there is existing literature on language learner self-regulation, this study uniquely explores the language learning strategies of an advanced learner through the lens of Strategic Self-Regulation (S2R). A series of interviews were conducted with the participant over a period of two years. Elements of the Strategic Self-Regulation (S2R) Model were identifiable in the data. Clearly, there was dynamic and fluid interaction between personal attributes, goals, tasks, and situational contexts during the self-access learning. The participant’s strategies were expanded and adapted based on needs and perceptions. Results of the study provide a better understanding of how self-regulation actually works on the individual level.

中文翻译：

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高级语言学习者的自我调节：语言学习策略的案例研究

为了回答有关语言学习策略作为一个探究领域的问题，牛津大学 (2011) 的战略自我调节 (S2R) 模型在更大的自我调节框架内概念化了策略。虽然已有关于语言学习者自我调节的文献，但本研究通过战略自我调节 (S2R) 的视角独特地探索了高级学习者的语言学习策略。在两年的时间里，对参与者进行了一系列采访。战略自我监管 (S2R) 模型的元素在数据中是可识别的。显然，在自主学习过程中，个人属性、目标、任务和情境背景之间存在动态和流动的相互作用。参与者的策略根据需要和看法进行了扩展和调整。