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A Study Of Language Learning Strategies For Chinese University ESL Students

Posted on:2009-04-24Degree:MasterType:Thesis
Country:ChinaCandidate:T ChenFull Text:PDF
GTID:2155360245976889Subject:English linguistics
Abstract/Summary:PDF Full Text Request
Language proficiency and academic major are often seen as two of the main factors that influence language learners' choices of language learning strategies. However, empirical studies on these two factors have produced inconsistent results. The present study aims to investigate the effect of language proficiency and academic major on the use of language learning strategies by Chinese university students of English as a second language (ESL). This study specifically focuses on finding out whether there is a significant difference in language learning strategy use among different English proficiency students and students with different academic majors. Participants in this study were 53 senior students from both social science and science majors in a university in China. A modified version of Oxford's (1990) Strategy Inventory for Language Learning (SILL) was administrated to these students as the measurement of learning strategy preferences and the scores of the College English Test (CET) were chosen to determine students' English proficiency. From the statistical analysis of the collected data, it was found that there was no significant difference in the overall language learning strategy use by different English proficiency level students or those with different academic majors. However, the results also revealed that significant differences were found in the use of cognitive and compensation strategies among students at three different proficiency levels. Similarly, the use of metacognitive and social strategies were also found to be significantly different between social science and science major students. In addition, the most and least frequent strategies used by different proficiency levels and academic major group students were also identified. These results are discussed in light of previous researches and pedagogical implications are also presented in this dissertation. It is hoped that the findings of this study can help Chinese English teachers identify appropriate language learning strategies to facilitate Chinese students' English learning.
Keywords/Search Tags:Language proficiency, academic major, language learning strategy
PDF Full Text Request
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