Language Learning Strategy Use In Palestine.doc

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1、Language Learning Strategy Use In PalestineAbstractThis study reports on the current English language learning strategies used by Arabic-speaking English-majors enrolled at An-Najah National University in Palestine. The subjects of the study were (99) male and female students still studying for thei

2、r B.A. degree. The study also investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students university av

3、erage in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The results of this study showed that An-Najah English majors used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive s

4、trategies while the lowest (63%) was for compensation strategies. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory and C

5、ompensation strategies by embedding them into regular classroom activities. IntroductionWithin the field of education during the last two decades, a gradual but significant shift has taken place, resulting in less stress on teachers and teaching and greater emphasis on learners and learning (Nunan,

6、1988). One consequence of this shift was an increasing awareness and interest in resources for learning styles and language learning strategies in foreign and second language teaching and learning. Researchers such as Oxford (1990a); Cohen (1987); and OMallay and Chamot (1990) have stressed that eff

7、ective learners use a variety of different strategies and techniques in order to solve problems that they face while acquiring or producing the language. One focus of research in the area of EFL has been that of the identification of how learners process new information and what kinds of strategies

8、they employ to understand, learn or remember the information.This study explores the use of learning strategies as an important factor in the success of EFL learners. The scarcity of research on the language learning strategies (LLSs) of Arab students has encouraged the researcher to investigate the

9、se strategies in the light of the following questions in the current research: -1-1. What are the LLSs that are most frequently used by Arab EFL majors at An-Najah University in Palestine? 2. Is there a significant difference in strategy use due to gender? 3. Is there a significant difference in str

10、ategy use due to language proficiency as reflected by three variables: students university average, learning level and language self-efficacy beliefs (i.e., how good learners perceived themselves to be in English). In order to measure strategy use, Oxfords Strategy Inventory for Language Learning (S

11、ILL) was used (Oxford, 1990a).This paper then aims at identifying the English language learning strategies that are most frequently used by An-Najah University English majors. It is also hoped that this study will contribute to the varied literature on the significant differences of learners strateg

12、y use due to gender and proficiency.BackgroundIn most of the research on language learning strategies, the primary concern has been on identifying what good language learners do to learn a second or foreign language. Like general learning strategies, English language learning strategies include thos

13、e techniques that learners use to remember what they have learnt- their storage and retrieval of new information (Rubin, 1987, p. 19). LLSs also include receptive strategies which deal with receiving the message and productive strategies which relate to communication (Brown, 1994; Chamot & Kupper, 1

14、989). LLSs have been classified into several different ways. OMalley et al (1985a, pp. 582-584) categorized strategies into metacognitive, cognitive and socioaffective. They found that most importance was given to the metacognitive strategies (i.e., those that have planning, directing or monitoring)

15、. Oxford (1990a) indicated that LLSs, are steps taken by the learners in order to improve language training and develop language competence. Moreover, she divided the strategies into direct and indirect involving information, memory behaviors, vocabulary knowledge, grammar rules, thought and mental

16、processes.Research into language learning strategies began in the 1960s. Particularly, development in cognitive psychology influenced much of the research done on language learning strategies. In most of the research on language learning strategies, the primary concern has been on identifying what g

17、ood language learners report they do to learn a second language (Rubin, 1987).Rubin classified strategies in term of processes contributing directly or indirectly to language learning. In addition, OMalley et al. (1985), Oxford, (1990a), Cohen et al. (1996), and many others studied strategies used b

18、y language learners during the process of foreign language learning.From the research to date, it is evident that all language learners use language learning strategies of some kind; however, the frequency and variety of use vary between different learners and depend on a number of variables (Chamot

19、 & Kupper, 1989). In general, it is agreed that the use of language learning strategies is positively related to language proficiency. It appears that good language learners orchestrate and combine their use of particular types of strategies in effective ways (Chamot & Kupper, 1989; OMalley and Cham

20、ot, 1990; Oxford, 1993). Research has indicated that more proficient learners seem to employ a variety of strategies in many situations than do less proficient learners. Rossi-Le (1989) found that more proficient EFL students used self-management strategies such as planning, evaluation and formal pr

21、actice significantly more often than less proficient students. -2-Investigations involving language learners often showed that the most successful learners tended to use learning strategies that are suitable to the task, material, self-objective, needs, motivation and stage of learning (Oxford, 1990

22、b). Good language learners seemed to possess abilities to succeed while others lacked those abilities (Rubin & Thompson 1994). Good learners, according to them, can find their own way by taking charge of their learning, organizing their language information and making their own opportunities for pra

23、cticing using the language. In addition, they use linguistic knowledge and contextual cues to help them in comprehension while learning a foreign language.Research has also shown that factors other than language proficiency exert influence on the strategies that the language learners select and use.

24、 For example, gender was one factor that has been explored by many researchers. In many EFL strategy frequency studies involving gender, the results have usually favored females as more frequent users of strategies (for instance, Green, 1992; Noguchi, 1991; Green & Oxford, 1993; Oxford, 1993). Among

25、 the other factors that affect strategy use and have been researched are cultural background (Oxford & Burry- Stock, 1995), learning styles (Sheorey, 1998; Oxford et. al, 1991), learners self-efficacy beliefs (Yang, Nae-Dong 1999), and LS stage of learning (Oxford, 1990b). The above mentioned factor

26、s have been proposed as mediators of language strategy use.Oxford (1990a) revealed that research has overemphasized the metacognitive and cognitive strategies at the expense of the other types. She added that studies on Affective and Social strategies are infrequent in L2 research perhaps because th

27、ese behaviors are not researched frequently by L2 researchers, and because learners are not familiar with paying attention to their own feelings and social relationships as part of the L2 learning process.Since language learning strategies are considered as a good sign of how good learners are in so

28、lving the problems they face in the learning process. It is hoped that this study will give English teachers valuable information on how their students process information, plan and select the most suitable strategies to understand or solve a problem. As a result teachers will be able to help their

29、students become better language learners by training them in using the appropriate strategies. The results of the study will contribute to this field by giving information on the strategies that Arab learners use and how they use them to understand information.There are, of course, important pedagog

30、ical implications for such findings. For example, the identification of a relationship between strategy preference and cultural background may have important implications for the development of teaching strategies and for training learners in strategy use in particular cultural contexts (Chamot & Ku

31、pper, 1989).Materials and MethodsSubjectsThe population of students majoring in English at the time of the study was 120 students divided into 30 males and 90 females. The total number of the students who were available during the distribution of the questionnaire was 99 students.The 99 students who

32、 participated in this study were all English majors enrolled at An-Najah National University in Palestine. There were 19 males and 80 females. All the subjects had studied English formally for 8 years and were to complete 84 credit hours (63 as required and 21 as elective courses) as part of their B

33、achelor Degrees requirements in English Language and Literature. The majority of the subjects (47) were seniors, (27) were juniors and (25) were sophomores. -3-The students were also asked to report on their actual progress in English by providing their university cumulative average of the English c

34、ourses they have taken up to the point of completing the questionnaire. The averages were classified as follows:80%-89%= very good, 70%-79%=good, taking into consideration that the passing average is 60%. There were no averages over 90% or below 70%. As a measure to language self efficacy or student

35、s perception of themselves as learners, the students were asked to rate themselves on a scale from one to three to indicate how successful they thought they were at English (listening, writing, speaking, reading) 1= very good, 2= good, 3= poor. Presumably, individuals who believe that they are succe

36、ssful students also believe that their performance is high due to the use of good learning styles and strategies. As a result, (41) students perceived themselves as very good students, (52) as good students and (6) as poor students (Table 1).The subjects were distributed according to the independent

37、 variables as in Table (1).Table 1 Subject distribution according to independent variables (N=99)GenderLearning LevelSelf-efficacyUni-AverageMaleFemale2nd year sophomore3rd year junior4th year seniorV.goodGoodPoorLess than 80%80% and more1980272547415266336InstrumentIn order to measure strategy use,

38、 Oxfords (1990a) Strategy Inventory for Language Learning (SILL) was used in this study.The SILL was devised by Rebecca Oxford (1990a) as an instrument for assessing the frequency of use of language learning strategies by students. There are two versions: one for native speakers of English (80 items

39、) and another for learners of English as a second or foreign language (50 items). The SILL is one of the most useful manuals of learner strategy assessment tool currently available. It is estimated that 40-50 major studies including dissertations and theses, have been done employing the SILL. The SI

40、LL appears to be the only language learning strategy instrument that has been checked for reliability and validated in multiple ways (Oxford & Burry-Stock, 1995). Many previous measures were not adopted for many studies because they lacked reliability and validity data. The SILL uses a 5 Likert-scal

41、e for which the learners are asked to indicate their response (1,2,3,4,5) to a strategy description such as I try to find patterns in English. The researcher didnt do any modifications on the items of the SILL. The version of the SILL used in this study is a 50 item instrument that is grouped into t

42、wo main groups, direct strategies and indirect strategies, which are further subdivides into 6 groups. Oxfords (1990a) taxonomy of language strategies is shown in the following: -4-Direct strategies are classified into: Memory strategies (9 items) are used for entering new information into memory st

43、orage and for retrieving it when need for communication. (e.g., grouping, representing sounds in memory, structured reviewing, using physical response). Cognitive strategies (14 items) are used for linking new information with existing schemata and for analyzing and classifying it. Cognitive strateg

44、ies are responsible for deep processing, forming and revising internal mental models and receiving and producing messages in the target language (e.g., repeating, getting the idea quickly, analyzing and taking notes). Compensation strategies (6 items) include such strategies as guessing and using ge

45、stures. Such strategies are needed to fill any gaps in the knowledge of the language. (e.g., switching to the mother tongue, using other clues, getting help and using a synonym). On the other hand, indirect strategies are divided into Metacognitive, Affective and Social: Metacognitive strategies (9

46、items) are techniques used for organizing, planing, focusing and evaluating ones own learning. (e.g., linking new information with already known one, seeking practice opportunities, and self-monitoring). Affective strategies (6 items) are used for handling feelings, attitudes and motivations. (e.g.,

47、 lowering anxiety by use of music, encouraging oneself and discussing feelings with others). Social strategies (6 items) are used for facilitating interaction by asking questions, and cooperating with others in the learning process, (eg. Asking for classification, cooperating with others and develop

48、ing cultural understanding). In addition to the strategy items on the SILL, the researcher consulted English teachers at the English Department at An-Najah National University on strategies used by their students whether consciously or unconsciously. The researchers experience as a foreign language

49、teacher also enabled her to identify strategies that students were familiar with and could relate to. As a result, the researcher generated a list of strategies and added them to the 50 items of the SILL. The generated list which contained 10 items was added to the SILL questionnaire under the title Others, to indicate that those 10 items were not part of the SILL.The new 10 items which were titled Others included differe