No abstract

This study was designed to (a) identify the range, type, and frequency of learning strategy use by beginning and intermediate level ESL students and (b) determine the types of language tasks with which the strategies tend to be associated. Students at beginning and intermediate levels in English proficiency were interviewed in small groups to determine the strategies used to assist in learning each of a number of language tasks: pronunciation, grammar, vocabulary, following directions, listening, making a brief presentation in class, social communication, and functional communication (e.g., applying for a job). In addition, ESL and other teachers of limited English proficient students were interviewed to detect their familiarity with student use of strategies, and to determine whether or not they introduced strategies to their students during instruction. Findings indicated that (a) strategies could be classified into three broad categories—metacognitive, cognitive, and social mediating strategies, (b) students tended to use strategies most often with less complex language tasks, (c) strategies students used most often tended to require little cognitive processing of the learning materials, and (d) teachers were generally unaware of students' strategies and rarely introduced strategies while teaching.

This paper summarizes the findings of a three year project which investigated the use of learning strategies by foreign language students and their teachers,1 and suggests specific classroom applications for learning strategy instruction. Three studies were conducted under this project: (a) a Descriptive Study, which identified learning strategies used in studying foreign languages, (b) a Longitudinal Study, which identified differences in the strategy use of effective and ineffective language learners and analyzed changes in strategy use over time, and (c) a Course Development Study, in which foreign language instructors taught students how to apply learning strategies. Classroom applications discussed in the paper include guidelines for developing students' metacognition and motivation through the identification and discussion of their existing language learning strategies, and techniques for modeling and practicing additional strategies that can help students become more effective and independent language learners.

Recent research on cognition has indicated the importance of learning strategies in gaining command over second language skills. Despite these recent advancements, important research questions related to learning strategies remain to be answered. These questions concern 1) the range and frequency of learning strategy uses by students learning English as a second language (ESL) and 2) the effects of training in learning strategies on English language skills. This study, which was conducted with high school ESL students, was carried out in two phases corresponding to the two research questions. In Phase I, ESL students and their teachers were interviewed to identify strategies associated with a range of tasks typically found in ESL classrooms and in other settings. Results indicated that students used a variety of learning strategies but typically used more familiar strategies and applied them to discrete‐point rather than integrative tasks. In Phase II, ESL students were randomly assigned to receive learning strategies training on vocabulary, listening, and speaking tasks. Results varied depending on the task but generally indicated that strategy training can be effective for integrative language tasks. Results are discussed in terms of implications for teaching and future research.