The Language Learner as Linguist: Of Metaphors and Realities

Seliger, Herbert W.

doi:10.1093/applin/4.3.179

Cited by 81 publications

(52 citation statements)

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“…During the process of researching foreign language strategy use, criticisms have been voiced on this line of research: Some target the methodology used to elicit, measure, and classify strategies; some concern assumptions about the role of strategy use in language learning; and some focus on the lack of theoretical rigour of learner strategy research (Dörnyei, 2005;LoCastro, 1995;Seliger, 1983). For example, Seliger (1983) doubted whether "the verbalizations of learners represent some form of internal reality" (p. 180).…”

Section: Literature Reviewmentioning

confidence: 99%

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An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

2015

SSLLT

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The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students' FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors Zhongshe Lu, Meihua Liu 66 of FL reading comprehension performance. Based on the findings, some implications are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

“…For example, Seliger (1983) doubted whether "the verbalizations of learners represent some form of internal reality" (p. 180). It is true that many problems exist in the research of language learning strategy use.…”

Section: Literature Reviewmentioning

confidence: 99%

An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

2015

SSLLT

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“…The basic problem with strategies originated from the inability to enter the human mind and the vagueness of the metalanguage accessible to researchers. Seliger (1983) argued against the possibility of finding out what strategies learners use because they are deeply embedded in the psychological mechanisms of the individuals. This fact did not hold researchers back from proposing various taxonomies on strategies (Ellis, 1986;O'Malley & Chamot 1990, Oxford, 1990Schmitt, 1997).…”

Section: Concerns About Strategiesmentioning

confidence: 99%

Assessing Young Learners' Strategic L2 Vocabulary in the Framework of Self-Regulation

Hardi

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“…For example, "learning behaviours" were described by Politzer and McGroarty (1985), "cognitive processes" by Rubin (1981) and "tactics" by Seliger (1983). A more recent description was given by Oxford (1990) who defined learning strategies as "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations" (p.8).…”

Section: What Are Learning Strategies?mentioning

confidence: 99%

Learning English as a Foreign Language: Cultural Values and Strategies in the Chinese Context

Yang¹

2007

ASS

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Research on language learning strategies is not new. Numerous books have been written on the process of learning and the efficiency of learning English. Some English learning strategies are discussed in this paper to identity how they are defined and used and how they are determined by contexts and cultures.Culture plays an important role in language learning and this leads to various learning strategies. Learning strategies used in one culture might be different from another, but, the central points are to achieve goals and purposes in learning.

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The Language Learner as Linguist: Of Metaphors and Realities

Cited by 81 publications

References 0 publications

An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

Assessing Young Learners' Strategic L2 Vocabulary in the Framework of Self-Regulation

Learning English as a Foreign Language: Cultural Values and Strategies in the Chinese Context

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