| In the field of second language (SL) or foreign language (FL) learning and teaching, there has been a prominent shift which shows greater emphasis on learners and learning than on teachers and teaching. This paper provides an overview of the key issues concerning one of the consequences of the shift: the focus on and use of language learning strategies (LLS) in SL/FL learning and teaching. In doing so, this thesis outlines the theoretical foundations and the research review of LLS; discusses a number of definitions, taxonomies and the factors that influence learners' choice of LLS. It also deals with the main methods that have been used in our investigation. Finally, attempts to train learners to employ particular LLS are taken into our consideration.The study of LLS holds considerable promise, both for language pedagogy and for explaining individual differences in SL/FL learning. It is probably true, however, that it is still in its infancy. For this reason, perhaps, discussions of LLS typically conclude with the problems that have surfaced and that need to be addressed before progress can be made. The current study is the one that continues the exploration of this infant area of study (Ellis, 1994).LLS literature contains conflicting views as to the meaning of some basic terms. Although the terminology is not always uniform, with some researchers using the terms "learner strategies" (Wenden & Rubin, 1987), others "learning strategies" (O'Malley & Chamot, 1990), and still others "language learning strategies" (Oxford, 1996), there are a number of basic characteristics in the generally accepted view of LLS. First, LLS are learner generated; they are steps taken by language learners. Second, LLS enhance language learning and help develop language competence, as reflected in the learner's skills in listening, speaking, reading, or writing in the FL or L2. Third, LLS may be visible (behaviors, steps, techniques, etc.) or invisible (thoughts, mental processes, etc.). Fourth, LLS involve information and memory (vocabulary, knowledge, grammar rules, etc.).There are great divergences existing in the definition or interpretation of the notion "language learning strategies". Different researchers define or interpret it differently. There is no agreement about what constitutes a "LLS" and no widely accepted theoretical foundation for identifying and describing. The work done to date has been essentially descriptive, reflecting the corpora of data that different researchers have worked on. As a result, the nature of the LLS that have been identified varies enormously. In spite of this, considerable progress has been made in developing taxonomies of LLS. O'Malley and Chamot's three-way distinction between cognitive, metacognitive, and social/affective strategies is useful and has been generally accepted and Oxford's theory is widely used. The core of this thesis explores the LLS adopted by 73 in-service part-time adult English learners at the Armor Technique Institute of PLA whose proficient levels range from lower intermediate to intermediate according to a T-test. The subjects, who are divided into different groups according to their English proficiency, gender, previous education and age, receive a Chinese translation of the SILL (Strategy Inventory for Language Learning). The study is supposed to answer questions about the relationships between LLS use and learner factors. Attempts have been made to compare between different English proficiency, gender, age and previous education and frequency of use of LLS by the subjects. The findings present that the subjects show high use of metacognitive and compensation strategies, medium use of memory, cognitive and social strategies and low use of affective strategies. According to the results, the most advanced subjects use LLS more frequently than the least proficient ones do. The types of LLS selected by the subjects are clearly related to the proficiency level. There are no significant differences between LLS use and the subjects' ge...
|
PDF Full Text Request