Adults' language learning strategies in an intensive foreign language program in the United States

Oxford, Rebecca L.; Ehrman, Madeline

doi:10.1016/0346-251x(95)00023-d

Cited by 255 publications

(198 citation statements)

References 23 publications

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“…Oxford (2003) reports on multiple studies that have used her Strategy Inventory for Language Learning (SILL) to measure the relationship between strategy use and proficiency. Most have found the relationship to be of either a linear (e.g., Green & Oxford, 1995;Oxford & Ehrman, 1995) or curvilinear nature (e.g., Phillips, 1991). Overall, "In most but not all instances, the relationship is linear, showing that more advanced or more proficient students use strategies more frequently" (Oxford & Burry-Stock, 1995, p.10).…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

Ghavamnia¹,

Kassaian²,

Dabaghi³

2011

JLTR

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Section: Discussionmentioning

confidence: 99%

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

Ghavamnia¹,

Kassaian²,

Dabaghi³

2011

JLTR

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“…According to Green and Oxford (1995), 15 out of 50 strategies on the Strategy Inventory for Language Learning (SILL, showed differences between women and men in terms of strategy usage. Oxford and Ehrman's (1995) study also revealed that women used strategies more frequently than men. More recently, Lan and Oxford (2003) found that with Taiwanese children's SILL, out of 50 strategies there were eleven significant differences in strategy usage between girls and boys, with these differences in favor of greater strategy use by girls.…”

Section: Language Learning Strategiesmentioning

confidence: 68%

“…However, in reality, "it lacked sensitivity and clarity about what individual girls need and what individual boys need" (Gurian & Henley, 2001, p. 9). In regard to Oxford's LLSs research, some empirical studies show that women are different from men in language learning strategy usage, with women generally applying more strategies than men, but not in all cases (Dreyer & Oxford, 1996;Ehrman & Oxford, 1989;Green & Oxford, 1995;Lan & Oxford, 2003;Lee & Oh, 2001;Oxford & Ehrman, 1995). summarized four studies concerning gender differences in language learning strategies.…”

Section: Language Learning Strategiesmentioning

confidence: 99%

Vol. 2, No. 3, September 2009

ELT¹

2009

ELT

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Section: Training In Language Learning Strategiesmentioning

confidence: 99%

“…Those students with no prior experience learning a foreign language might benefit from training in foreign language learning strategies in order to gain as much as they possibly could from study abroad [see Oxford & Ehrman (1995) for a taxonomy of possible learning strategies]. Paige, Cohen, Kappler, Chi, & Lassegard (2002) have developed a comprehensive instructional program for providing this training to students planning to study abroad consisting of various culture and language learning strategies.…”

Section: Training In Language Learning Strategiesmentioning

confidence: 99%

Criteria for Appraising Computer-Based Simulations for Teaching Arabic as a Foreign Language

Molenda

Dabrowski

2005

PsycEXTRA Dataset

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Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. (Wertheim, 2004). This study investigates how to appraise the pedagogical potential of this new medium of video-game technology for foreign language education not just for a military audience but also its eventual use in public education. REPORT DATE MAY 20052 The ProblemIt is likely that the U.S. will be maintaining a large-scale military as well as civilian presence in Iraq and the Middle East for the indefinite future, requiring the deployment of large numbers of U.S. military and civilian personnel. These people will be living in an Arabic-language culture and interacting with Arabic speakers on a daily basis, but the vast majority of them speak no Arabic. Any language knowledge gained on the job will be lost when these individuals rotate out of Iraq in a year or less, creating a huge training need for their replacements that has been largely unfilled. While the 1 Department of Defense is actively pursuing a number of initiatives to increase the number of Arabic linguists, most recently detailed in Miles (2005), experts in languages and national security continue to point out the shortage (Freedman, 2004;Klaidman & Isikoff, 2003). The shortage underscores the need for rapid, user-friendly language instruction.The press of urgent security and infrastructure needs precludes assigning military personnel to the sort of classroom training that might ordinarily be used for this sort of language learning. Harding (2004) noted that the Defense Language Institute had 800 students in its 63 week-long full-time basic Arabic course, a luxury of time available only to soldiers in specialized career fields. For the majority of those soldiers who will be deployed to the Middle East, there is a pressing need to find alternative means to provide language training. Prensky (2001) suggested that digital game-based learning would be a pedagogically advantageous and logistically efficient method of filling this sort of need, one which the Department of Defense is pursuing (Jaffe, 2005).Under the influence of learner-centered educational theories, instructional designers are creating computer programs for self study that give a student considerable control over the learning process. These programs attempt to simulate rea...

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Adults' language learning strategies in an intensive foreign language program in the United States

Cited by 255 publications

References 23 publications

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

Vol. 2, No. 3, September 2009

Criteria for Appraising Computer-Based Simulations for Teaching Arabic as a Foreign Language

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