Patterns of language learning strategy use

Griffiths, Carol

doi:10.1016/s0346-251x(03)00048-4

Cited by 264 publications

(239 citation statements)

References 20 publications

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“…In addition, English language curriculum syllabus for secondary schools that aims to extend learners' English language proficiency in order to meet their needs to use English in certain situations in everyday life, plan to mould students' ability to form and maintain relationships through conversations and correspondence; take part in social interaction; and interact to obtain goods and services. Therefore, the movement of communicative teaching to accomplish the plan has emphasized the importance of interacting with others and that has encouraged the use of social strategies (Griffiths 2003).…”

Section: Social Strategymentioning

confidence: 99%

Malaysian Gifted Students’ Use of English Language Learning Strategies

Yunus¹,

Sulaiman²,

Embi³

2013

ELT

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Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways if thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.

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Section: Social Strategymentioning

confidence: 99%

Malaysian Gifted Students’ Use of English Language Learning Strategies

Yunus¹,

Sulaiman²,

Embi³

2013

ELT

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“…In quantitative studies, the studies to date have shown generally statistically significant but low correlations between strategy use and L2 proficiency (Griffiths, 2003;Nisbet et al, 2005;Phakiti, 2003). In qualitative studies, effective learners have not always used different learning strategies than less effective learners, depending on different learners in different learning contexts (Gan et al, 2004;O'Malley et al, 1989;Vandergrift, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Since the 'good language learner' studies (Rubin, 1975;Naiman et al, 1978), many studies have been conducted to investigate the behaviors and thought processes of language learners (Cohen & Macaro, 2007;Griffiths, 2003;MacIntyre, 1994;Magogwe & Oliver, 2007;Nisbet et al, 2005;Nyikos & Oxford, 1993;Oxford & Ehrman, 1995;Thompson & Rubin, 1996;Vandergrift, 1999;Wharton, 2000). The proliferation of learning strategy research is mainly due to the assumption that strategy use affects L2 acquisition.…”

Section: Introductionmentioning

confidence: 99%

“…However, in spite of this assumption that effective language learners use quantitatively more learning strategies than less effective language learners, the relation of strategy use to L2 proficiency has been in general low with the correlation range from .01 to .47 (Griffiths, 2003;Mullins, 1992;Nisbet et al, 2005;Phakiti, 2003;Park, 1997;Politzer & McGroarty, 1985). For instance, Politzer and McGroarty (1985) investigated the correlations of different behaviors to proficiency gains and found that the correlations between behaviors and proficiency gains were ranged from .10 to .37.…”

Section: Introductionmentioning

confidence: 99%

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Investigation into Learning Strategies Used by Effective and Less Effective EFL Learners in Korea

Park¹

2010

ASS

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This study investigates whether or not effective learners used learning strategies differently from less effective learners in quantity as well as in quality. A total of 164 tertiary-level students learning English in Korea participated in the quantitative study, and eight students out of 164, four effective learners and four less effective earners, were chosen in the follow-up qualitative study. The quantitative study showed that effective learners used more learning strategies than less effective learners with the statistically significant but low correlation of .335 between learning strategy use and English proficiency. The qualitative study demonstrated that both effective and less effective learners, in general, actively used listening strategies to aid in listening comprehension, showing similarities as well as differences in strategy use. However, effective learners used their listening strategies more appropriately than less effective learners due to linguistic, cognitive, and affective variables which facilitated listening comprehension by intricately interacting with listening strategies. This study concludes with teaching implications and future study areas to verify these findings by different learners in different learning contexts.

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“…They started to question why and how it is that some people can learn a foreign language quickly while others, with same opportunities, are failures. In addition, they tried to find out the strategies, which the good language learners use, and suggested teachers to help the less successful language learners improve their learning [3], [4]. It is also important for teachers to be aware of the characteristics of the good language learner, their aptitude, and motivation [5], [6].…”

Section: Introductionmentioning

confidence: 99%

Using GRA and GSM Methods to Identify the Learning Strategies of Good Language Learners

Wang¹

2013

IJEEEE

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Abstract-While learning a language, there are some learners who can learn it quickly, but come learners can't. If we know more about the learning strategies of the successful language learners, we could use this information to enhance the poor language learner's learning. The paper proposes to use the soft-computing methods: grey relational analysis (GRA) and grey structural modeling (GSM) to explore the learning strategy path of the good language learner. The purpose is to find the importance order of the learning strategies. Then both learners and teachers can adjust their learning and teaching styles in language acquisition. In order to quantify the data, 10 professional English teachers are interviewed, and their attitudes towards the learning strategies are calculated through the soft-computing methods. The results show that the planning strategy is the basic strategy of being a good language learner while communication strategy ranks the top. Overall, the results not only provide objective perceptions of good language learner's learning strategy path, but the proposed soft-computing methods can be applied to the future decision-making fields.Index Terms-GRA, GSM, good language learner, language acquisition.

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Patterns of language learning strategy use

Cited by 264 publications

References 20 publications

Malaysian Gifted Students’ Use of English Language Learning Strategies

Malaysian Gifted Students’ Use of English Language Learning Strategies

Investigation into Learning Strategies Used by Effective and Less Effective EFL Learners in Korea

Using GRA and GSM Methods to Identify the Learning Strategies of Good Language Learners

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