Learning Strategies and Learning Environments

Abstract

The TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers. Authors' addresses are printed with these reports to enable interested readers to contact the authors for more details.

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

“…One possible explanation for the different findings found in the studies mentioned above and many others might be related to the context of learning situation, which could have a strong influence on learners" choice of language learning strategies (Chamot, 2005;Cohen, 1998;Zhang, 2008). Some studies argue that the strategies frequently used by proficient language learners in an Asian FL (foreign language) context differ drastically from those in the North American SL (second language) context (Gu, 1996;LoCastro, 1994;Takeuchi et al, 1999;Takeuchi & Wakamoto, 2001). The use of different types and numbers of strategies may also depend on the learner and setting in which learning occurs and the language task to be completed, suggesting a need for more studies on different learners in different settings.…”

Why Use Music in English Language Learning? A Survey of the Literature

“…Separating potential interconnectivity of the variables between motivations, individual learning preferences due to multiple intelligences and learner strategies (Carrell, Pharis & Liberto, 1989;Brown, 2007) therefore becomes an issue. There is also a strong possibility that the influence of learning environments, which may include family, educational and cultural background factors might have an effect on the learner (Locastro, 1994;Harley, 2000). Gardner (1999) acknowledges Locastro's point when considering the impact of personal decisions in the expression of multiple intelligences (Chen & Gardner, 2005) and defines intelligence as "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (Gardner, 1999: 33).…”

Vol. 2, No. 4, in December 2009

“…There are good considerations behind these attempts: firstly, it is now generally recognized that learner strategy use is very unlikely to be discussed thoroughly without taking into consideration the learner differences either individually or in groups (Macaro, 2006) such as age, gender, major and learning experience; Secondly, apart from the variables, the method used in this paper to elicit strategies is not without flaws. The validity of the language learning strategy inventories like SILL has been challenged by some researchers, arguing that the strategies contained may not be simply transferred in different social and cultural environments (LoCastro, 1994), and the means by which the strategies are categorized, however convenient in terms of research and instruction, lacks theoretical support (Skehan, 1991).…”