Language Learning Strategies

Standing Room Only - Posture, Space and the Learning Process in ESL Classes

by Thorold (Thor) May

This article explores the role of posture in the language learning process, and concludes that it is sometimes... more This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Fractional Language Learning

by Thorold (Thor) May

first published in Asian EFL Journal Quarterly Vol. 9, No.4, December 2007

Abstract : Many users of a second language, especially English, have little productive mastery of the language.... more Abstract : Many users of a second language, especially English, have little productive mastery of the language. Rather, some requirement in their life forces them to use limited subroutines (maybe quite small and formulaic) which are effectively encapsulated as special elements within L1.

This paper proposes that fractional language learning is a valid objective for large numbers of users, and briefly examines some of the contexts in which it has a pragmatic application. It notes that much fractional language learning occurs outside of formal educational environments, and then goes on to consider how both the classroom teaching and evaluation can be adapted to give proper recognition to student achievements on a fractional scale. The paper suggests that this kind of graduated recognition is in fact likely to enhance outcomes across the full spectrum of language teaching, and can be consciously incorporated into curriculum design.

A paradigm shift to teacher acceptance (and community acceptance) of fractional language learning has strong implications for assessment practices. Most current measures of language assessment offer little or no recognition to the achievements of learners in the pre-production phase of acquisition. Attempts at language use in this phase are routinely punished by existing assessment tools. Partly as a result of this discouragement, large numbers of students never progress to independent language production. Fractional language objectives are one remedy for this deep flaw in language teaching outcomes.

Reconceptualizing Strategic Learning in the Face of Self-Regulation: Throwing Language Learning Strategies out with the Bathwater

by Heath Rose

Published in Applied Linguistics

This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent... more This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent conceptualizations that shift towards the notion of self-regulation. In recent years, scholars have argued that language learning strategies are too general, undefined, and incoherent and the questionnaires designed to measure language learning strategies are inaccurate and unreliable (see, for example, Dörnyei 2005; Woodrow 2005; Tseng et al. 2006). Instead Dörnyei proposes a new theory to replace language learning strategies based on the psychological concept of self-regulation encased within his own model of motivation control. This article will argue that this reconceptualization might be a matter of throwing the baby out with the bathwater, in that it throws out a problematic taxonomy and replaces it with another one, which is also problematic—including the same ‘definitional fuzziness’ for which previous taxonomies have been criticized.

Learning styles, personality types, and reading comprehension performance

by Faiz Sathi Abdullah

Co-published with Nabi Sadeghi. Zalina Kasim and Tan Bee Hoon (2012).

This study aims at reviewing the relationship between learning styles, personality and reading comprehension... more This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. Over the last two decades, ample studies have been done to examine the relationship between learning styles, learner’s personality and performance in academic settings. The reviewed studies substantiate that there is a relationship between personality types and/or traits of the learners, the way they establish their learning styles and their academic success in school and university both at an undergraduate and postgraduate level. Therefore, learners depending on the type of their personality resort to different learning styles or preferences which-in turn- affect their learning performance. However, there are no studies – either theoretical or empirical – examining exclusively the role of personality and learning styles on reading comprehension performance. Moreover, the findings with regard to the bulk of research on the relationship between personality and success in reading comprehension- are not that congruent. Accordingly, due to the scarcity of the research on showing the
relationship between personality, learning styles and chievement in reading comprehension, and also incongruity of the research results on personality and reading comprehension performance - the current study proposes that further research on the above areas would seem imperative.

Language Gaming : SLA and concepts of play

by Gregory Bornmann

Studies in Language and Literature, Matsuyama University Research Center, 10(2), 49-63. November 1990.

As Wittgenstein notes, "We can also think of the whole process of using words as one of those games by means of... more As Wittgenstein notes, "We can also think of the whole process of using words as one of those games by means of which children learn their native language." Washburn (1973) in his studies of primate behavior observes how play, which is both pleasurable and repetitive, leads to the attainment of adult skills. Bateson (1972) postulates that the ability to play--to recognize signs as signals which can be trusted, falsified, mimicked, and so forth--represents a crucial evolutionary stage. This paper gives a survey of concepts in play and examines the implications such concepts have for the study of second language acquisition (SLA). Current methodologies for the teaching of English as a second language are then examined, with special attention paid to Gattegno's Silent Way which, according to Gattegno (1983), creates a "serious gamelike situation."

Lexical guessing strategies in EFL reading. Hit or myth?

by Gregory Bornmann

Co-authored with Ian Munby, Journal of Foreign Language Education, Keio University Research Center, 1, 1-21. March 2005

This paper examines the methods and findings of recent research into reading strategy use, particularly lexical... more This paper examines the methods and findings of recent research into reading strategy use, particularly lexical guessing skills, and assesses their reliability and applicability in L2 reading. The results of a longitudinal study of the lexical guessing skills of four intermediate level subjects, including their performance and feelings, are also discussed with the aim of illuminating the debate on the merits and demerits of the teaching and learning of word-solving strategies. While two of the four subjects reported positive results, the other two claimed to notice no improvements at all in their lexical guessing skills. The paper concludes with serious questions regarding the theoretical and practical problems concerning methods of gathering and assessing data, the importance of lexical guessing in dealing with unknown words, and the value of lexical guessing strategies in developing the skill of reading in a foreign language.

RESUMEN DE TESIS DE MAGÍSTER 2008

by Kerwin A. Livingstone

This is just a summary of my Master's thesis which was successfully defended on Nov 21, 2008 in Concepcion, Chile. This is just a summary of my Master's thesis which was successfully defended on Nov 21, 2008 in Concepcion, Chile.

PROYECTO DE TESIS DE MAGISTER (2008)

by Kerwin A. Livingstone

This is my Master's the proposal/project for my Master's Degree thesis. This project was defended on March 31, 2008. This paved for the way for the elaboration of the actual thesis.

En el área de la investigación sobre la adquisición de L2, un problema fundamental es que investigadores y profesores... more En el área de la investigación sobre la adquisición de L2, un problema fundamental es que investigadores y profesores de lenguas focalizados en la adquisición de L2 (Lee, 2000; Sheen, 1994; Willis, 1996; Skehan 1998) buscan obtener muestras auténticas del uso de la lengua de los aprendices. Necesitan que estos ejemplos sean representativos de la manera cómo actúan los aprendices de manera natural, para así investigar cómo se produce el aprendizaje de L2. Para los profesores de lenguas, estos modelos son de gran utilidad, pues son tanto un medio para ayudar a los estudiantes a aprender como una evidencia de un proceso de aprendizaje exitoso. Además, es importante señalar que estos patrones de habla que producen los alumnos varían según el grado de centralización que ellos tienen en el uso correcto de la lengua.


A la luz de lo mencionado, el objetivo principal de este proyecto es investigar la efectividad de un modelo metodológico mixto integrado en un curso de español como LE para mejorar la competencia comunicativa y lingüística de unos 18 estudiantes provenientes de Minnesota, EE.UU.

Los dos enfoques metodológicos que se abordarán en este proyecto son el Enfoque por Tareas y el Enfoque Cooperativo. Estos dos enfoques constituyen un movimiento de evolución dentro del enfoque comunicativo y no resulta tan difícil experimentar con ellos a través del diseño de unidades didácticas. Un segundo objetivo de este proyecto es diseñar una Unidad Didáctica, en la cual se incorporarán los enfoques mencionados y en la cual se practicarán bastante las cuatro habilidades lingüísticas, y luego implementarla.

Los datos se obtendrán de un estudio cuasi experimental – pre-test y post-test - en un grupo experimental de 18 estudiantes de Minnesota. El propósito de las dos pruebas será definir su nivel de competencia antes, y evaluar y diagnosticar cuánto sabían antes y cuánto aprendieron después de haber llevado a cabo la Unidad Didáctica. Los datos recogidos serán analizados empíricamente para luego llegar a conclusiones sobre la investigación realizada. Es decir, a través de esta investigación se pretende obtener información clara y precisa en lo concerniente a la competencia comunicativo-lingüística de los alumnos antes y después de hacer este curso, y poner de relieve la efectividad del Enfoque por Tareas y del Enfoque Cooperativo.

The Role of Task Analysis in Promoting Learner Self-Management

by Joan Rubin

Music and song beyond the classroom: strategies to aid the language learning process

by Tanya McCarthy

The Effect of Teaching Strategies on the Usage of Learning Strategies

by Halil Eksi

Şerife KARAKOÇ
Nurettin ŞİMŞEK
Educational Sciences: Theory & Practice
4 (1)  May 2004 • 116-121

This research was conducted to determine whether teaching strategies used by teachers had a
significant effect... more This research was conducted to determine whether teaching strategies used by teachers had a
significant effect on learning strategies used by students, and (if so) to determine the quality and
the level of the effect. The research was carried out on 32 students enrolled in the Faculty of
Health Education at Ankara University. In order to determine the learning strategies used by
the subject. The Overall Learning Strategies Evaluation Scale (OLSES; Öztürk, 1995) was used
as a pretest. Throughout the 6 week practices, inquiry and expository teaching strategies were
used on two different groups. At the end of the practices the scale was readministired as a posttest.
The variations in the type and the number and the way of the learning strategies used by
the students were compared by the McNemar-test, Chi Square-test, Mann-Whitney U test and
Wicoxon test. Findings indicate that teaching strategies used by the teachers had significant
effects on type, number and way of learning strategies used by the students.

THE EFFECT OF THE RELATIONSHIP BETWEEN LEARNING AND TEACHING STRATEGIES ON ACADEMIC ACHIEVEMENT Arif SARIÇOBAN

by Aysel Saricaoglu

At the deep end: Using strategic translation to raise rhetorical awareness in ESAP

by Faiz Sathi Abdullah

Published in:
Abdullah, F. S. (2005). At the deep end: Using strategic translation to raise rhetorical awareness in ESAP. ESP Malaysia, (December 2005), 1-25.

Remembering differently: Use of memory strategies among net-generation ESL learners

by Faiz Sathi Abdullah

Co-authored and published in:
Shakarami, A., Abdullah, M. H., Abdullah, F. S., & Tan, B. H. (2011). Remembering differently: Use of memory strategies among net-generation ESL learners. Educational Research and Reviews, 6(4), 350-357.

Net-generation learners are growing up in an era when much of the learning, communication, socializing and ways of... more Net-generation learners are growing up in an era when much of the learning, communication, socializing and ways of working take place through digital means. Living in this digital era may result in different ways of thinking, ways of approaching learning, strategies, and priorities. The Net-Geners therefore, need new skills and new strategies to perform successfully as learners and workers. This study used a mixed-methods approach to identify whether one such strategy, that is, memorization strategy may have changed for the Net-Generation language learners. The researchers, first obtained quantitative data from 107 ESL tertiary language learners about their strategy use based on Oxford’s (1989) widely used Strategy Inventory for Language Learning (SILL), currently considered the most comprehensive inventory. Data on strategy use was then procured using qualitative methods such as semi-structured interviews, Open-ended questionnaires, and texts of the respondents’ online interaction in a language task. This latter set of data was analysed (i) to compare the qualitative data with the SILL data, and (ii) to identify possible emergent memory strategies among Net-Geners. The study found that memory strategies have not faded from repertoire of strategies for Net-Genres language learners, rather a set of modifications have emerged in terms of storage place, methods of storing information, retrieval system, and use of memory strategies for successful language learning.

Language Learning Strategy Use among Arab Female ESL Learners

by Mehdi Riazi

Nihongo No Benkyoo: Learning Strategies and Motivation of Filipino Learners of the Japanese Language

by Richard DLC Gonzales

Published in  Layag, Vol 3, No 1 (1998), a publication of De La Salle University-Manila, Psychology Department

This article discusses the reasons why Filipino university students are learning Japanese as a foreign language. Two... more This article discusses the reasons why Filipino university students are learning Japanese as a foreign language. Two motivational orientations were used to study their motivation to learn the language. Two learning strategies were also used to identify their learning strategies. Respondents of this study include students from seven universities in Metro Manila enrolled during the school year 1996-97. A survey questionnaire was utilized to gather the data. Results show that Filipino learners of the Japanese language are instrumentally motivated and they use direct strategies in learning the language. Some implications to foreign language learning are suggested.

Socio-psychological Factors and Strategy Use in Singaporean Schoolchildren’s English Literacy Learning

by Wengao Gong

Thornton, K. (2011). Learning strategy sheets: Supporting advisors and learners. Studies in Self-Access Learning Journal, 2(1) 43-47.

by Katherine Thornton

Exploring Listening Comprehension Tactics and Their Interaction Patterns

by Christine Goh

How ESL Learners With Different Listening Abilities Use Comprehension Strategies and Tactics

by Christine Goh