Abstract-This study sought to investigate the relationship between Language Learning Strategies (LLS) andForeign Language Anxiety among Iranian university students. The instruments used in the study consist of: (a) the SILL (a questionnaire on language learning strategies developed by Oxford, 1990), and (b) the FLCAS (a questionnaire to measure the amount of anxiety English language learners experience while taking part in English classes, developed by Horwitz, 1986). The participants of the study were 85 students studying English at Islamic Azad University in Khorramabad, Iran. The results of this study revealed that generally language learning strategies correlate meaningfully and significantly with language anxiety. This correlation was negative (r = -0.33) which means that the higher use of LLS is related to less amount of English Language Classroom Anxiety (ELCA). On the other hand, cognitive, compensation, and social strategies correlated meaningfully with language anxiety, while metacognitive, memory, and affective strategies did not correlate significantly with ELCA. After calculating the homogeneity of variances, a t-test was run to find whether there is a meaningful difference between high and low LLS users in terms of their ELCA. The results of the t-test analysis showed that a significant and meaningful difference exists between the two groups. High LLS users had a relatively lower ELCA than low LLS users.
The purpose of the present paper was to present the rationale for the Task-based Language teaching and discuss its significance within the SLA approaches to language teaching. First, different approaches to Task-based language teaching research and practice were discussed, then the notion of ‘Task Complexity” has been touched upon and different models for estimating task difficulty or Task Complexity were mentioned. Attempt, then, was made to elaborate on the empirical studies within the Cognition Hypothesis (Robinson, 2003, 2005, 2007). Finally, the implications of Task Complexity for SLA research and pedagogy were widely discussed
In this paper, the construct of task complexity and its significance in grading and sequencing of pedagogic tasks are discussed. Then, mention will be made of different models and criteria for estimating task complexity. After that, the most comprehensive model (Robinson's Triadic Framework or The Cognition hypothesis) will be discussed in great details and the research done in this framework will be outlined. Finally, the role of the Task Complexity in grading and sequencing pedagogical tasks will be touched upon
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