Applications of Learning Strategies by Students Learning English as a Second Language

O’Malley, J. Michael; Russo, Rocco; Chamot, Anna Uhl; Stewner‐Manzanares, Gloria

doi:10.1016/b978-0-12-742460-6.50018-9

Cited by 57 publications

(61 citation statements)

References 9 publications

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“…Nevertheless, several studies that have examined the effect of strategy training on language performance have shown inconclusive results or revealed that strategy training had no effect on language performance (O'Malley, 1987;Oxford et al, 1990;Rossiter, 2003). In addition, most of these studies have focused on the effect of training in the use of one strategy or one group of strategies on a single language skill or element (e.g., Kusiak (2001); Rossiter (2003); Lau & Chan (2007); Graham & Macaro (2008)).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores

Jurkovič¹

2010

ELT

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The present article reports on the findings of a study that explored the effect of explicit language learning strategy instruction on the development of English as a foreign language within a higher education setting in mixed language ability groups. The research results indicate that explicit language learning strategy instruction that aimed at enhancing language progress in groups of students that were heterogeneous in terms of initial language ability did not have any statistically significant effect on the development of language knowledge. These results indicate that under certain circumstances (limited course time and heterogeneous language competence levels within groups in particular) the organization of strategy training in the form of a separate module or implicit training in the use of language learning strategies seem to be more appropriate.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores

Jurkovič¹

2010

ELT

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“…Evidence for the teachability of strategic competence is provided by research, e.g. by O'Malley (1987) which stresses that the teaching of these strategies should be embedded in the curriculum and that future research should be directed towards refining strategic training approaches. As pointed out by Jiang (2011), instructors can deduce the interactional patterns among bilingual learners by designing teaching materials and by exposing them to react to communicative situations which provide the learners with the opportunities to initiate, contribute or repair conversations.…”

Section: Discussionmentioning

confidence: 99%

Strategic Competence of Bilingual Undergraduate Engineers in a Technical University

S¹,

Hanipah²

2015

ASS

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Today's increasingly borderless, transcultural and challenging business world, requires engineers to be communicatively competent in the oral and written form. Unfortunately, breakdowns in communication often happen, due to linguistic and psychological boundaries. In such conditions, verbal and non-verbal communication strategies also known as strategic competence helps to compensate the breakdowns. This study seeks to determine whether the Malay bilingual engineering undergraduates, who form the majority in a technical university in Malaysia, adopt the avoidance or achievement strategy dominantly in attaining a written communication goal. The instruments that were used in the study include survey questionnaires, focused group interview and Written Discourse Completion Tasks. The findings based on the Written Discourse Completion Tasks reveal that the achievement strategy which includes literal translation manifests as the most dominant strategy employed by the undergraduates. The paper concludes with a note on the significant role played by language instructors in providing optimal scaffolding. It also points towards directions for future inquiry on the need for a rigorous review of the language curriculum in technical universities so that the undergraduate engineers are able to improve their strategic competence as well as overcome the momentary inadequacy of their second language resources due to the linguistic repertoire of the Malay language which stigmatizes them as speakers of the second language.

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“…Par ailleurs, la détermination des stratégies dans les taxonomies proposées en éducation s'est faite habituellement à partir des comportements rapportés ou observés par les apprenants en situation de tâches (par exemple, O'Malley, Russo, chamot et Stewner-Manzanares, 1988), ou encore elle provient d'une analyse de sources documentaires diverses pour constituer le matériel servant à identifier et à proposer des stratégies d'apprentissage (par exemple, Boulet et collab., 1996). De telles approches s'éloignent de la méthode en psychologie cognitive, qui cherche plutôt à modéliser les mécanismes cognitifs de base des actions mentales néces-saires à la réalisation des tâches (Anderson, Reder et Simon, 1995).…”

Section: La Classification Des Stratégiesunclassified

“…Bergman, York et Gaskins, 1995) ; b) les effets de cet enseignement des stratégies sur le rendement et l'apprentissage (hadwin et Winne, 1996 ;hattie, Biggs et Purdie, 1996) et c) l'analyse comparative ou descriptive des stratégies d'apprentissage et leurs caractéristiques d'utilisation chez des étudiants d'ordres d'enseignement différents (Boulet, Savoie-Zajc et chevrier, 1996 ;O'Malley, Russo, chamot et Stewner-Manzanares, 1988 ;Romainville, 1993 ;Wolfs, 1998). Toutefois, la façon de traiter des stratégies d'apprentissage semble avoir évolué vers plus de confusion que de clarté.…”

Section: Introductionunclassified

Les stratégies d’apprentissage : un cadre de référence simplifié

Bégin

2008

rse

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Les stratégies d’apprentissage sont couramment associées à l’apprentissage scolaire. Cependant, la généralisation du terme pour décrire toutes sortes de conduites et de comportements liés à l’apprentissage a créé une confusion et un manque de constance dans la façon d’utiliser le concept. Pour favoriser une plus grande harmonisation dans son usage, la notion de stratégie d’apprentissage est replacée dans son cadre de référence d’origine et une définition de stratégie d’apprentissage est proposée. Une nouvelle taxonomie des stratégies est enfin décrite, qui classe les stratégies en trois domaines : les stratégies métacognitives, les stratégies cognitives de traitement et les stratégies cognitives d’exécution.Learning strategies is a concept frequently associated with learning in school contexts. However, a generalisation of this concept to describe various types of behaviours related to learning has produced some confusion and a lack of consistency in its application. In order to promote a more standard use of the term, a new definition is proposed after placing the concept in its original context. A new taxonomy is then described which classifies learning strategies in three different domains : metacognitive strategies, cognitive processing strategies, and cognitive executive strategies.Las estrategias de aprendizaje están, con frecuencia, asociadas al aprendizaje escolar. Sin embargo, la generalización del término para describir todo tipo de conductas y de comportamientos asociados al aprendizaje ha creado una confusión y una falta de constancia en la manera de utilizar el concepto. Para favorecer una armonía más grande en su utilización, la noción de estrategia de aprendizaje se vuelve a considerar en su marco de referencia de origen y se propone una definición de estrategia de aprendizaje. Al terminar, se describe una nueva taxonomía de las estrategias clasificándolas en tres dominios : las estrategias metacognitivas, las estrategias cognitivas de tratamiento y las estrategias cognitivas de execución

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Applications of Learning Strategies by Students Learning English as a Second Language

Cited by 57 publications

References 9 publications

Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores

Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores

Strategic Competence of Bilingual Undergraduate Engineers in a Technical University

Les stratégies d’apprentissage : un cadre de référence simplifié

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