Factors influencing Chinese language learners' strategy use

Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language

“…She defined the latter as: "an aid in entering information into longterm memory and retrieving information when needed for communication". Her taxonomy of such strategies (outlined in Sung, 2011) has been considered "the most comprehensive set of categories" (Ellis, 1994) for learning languages. She divided them into four groups: "Creating mental linkages", involving reclassifying or placing new words into a context; "Applying images and sounds" including using meaningful visual imagery; using key words (associating the new word to a familiar word) and semantic mapping; and, finally, "reviewing and employing actions", which entails using physical responses (like acting out an action) or using mechanical techniques such as moving vocabulary cards from one stack to another when a word is learned.…”

The use of language learning strategies in a second and third language: The case of foreign language majors

“…Psaltou-Joycey and Kantaridou (2009), for example, also used the SILL and found in the case of 1555 universitylevel Greek students learning foreign languages that learners who were trilingual used more LLS than bilingual ones, with those more advanced reporting using metacognitive and cognitive strategies more often. Sung (2011), in turn, detected a positive correlation between the number of languages learners knew and the frequency of LLS use, with those who had studied two or more L2s before starting to learn yet another additional language being more frequent users of metacognitive, cognitive, affective and social strategies than participants who had previously learnt only one language. The research project conducted by Jessner, Megens and Graus (2016) showed with the help of think-aloud protocols that, when exposed to a text in an unknown language (i.e., Romanian), young adult students who knew more additional languages were more likely to employ a greater number of compensatory strategies and were more creative when it came to tackling communication problems.…”

Estrategias Para El Aprendizaje De Lenguas en Universitarios Con Trastorno De Déficit De Atención (Tda)

“…Con relación a la categorización existen diferentes taxonomías, en este trabajo seguiremos la conceptualización desarrollada por Oxford (1990), ya que es una de las clasificaciones de la EAL más fiables y aceptadas por los teóricos (Barrios, 2015;Chuin & Kaur, 2015;Ellis, 1994;Judge, 2012;Sung, 2011). Esta autora divide las estrategias en dos categorías principales "directas e indirectas".…”