Classification theories of foreign language learning strategies: an exploratory analysis

Abstract

The present paper provides a comparison of common taxonomies of foreign language learning strategies using empirical data from a Czech adaptation of the strateg y inventory SILL (Oxford, 1990). In an initial analysis none of the traditional taxonomies received strong empirical support. Based on an exploratory followup analysis we thus propose a basic three factorial model of foreign language learning strategies distinguishing 1) elaboration strategies, organisation strategies and self-control, 2) strategies of cooperative learning, and 3) motivational-emotional strategies. This three factorial model bears some similarity to O'Malley's and Chamot's (1990) classification of strategies into cognitive, metacognitive, and socioaffective strategies, although cognitive and metacognitive strategies were primarily represented by a single factor, while social and affective strategies appear to be two separated groups of strategies. Based on these first results we suggest better ways to assess foreign learning strategies in future research.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

“…An example of a social strategy is asking the speaker to repeat, paraphrase, and slow down, and so forth to aid comprehension. Affective strategies are concerned with the learner's emotional requirements such as confidence and perseverance needed for learners to involve themselves actively in language learning, for example, lowering anxiety levels by laughing at their own mistakes ( Vlckova, et al, 2013).…”

Weak relationship between learning strategies and achievement: a problem of operationalization and measurement?

“…Uvedené dělení strategií není na rozdíl od autorky klasifikace (viz Hsiao & oxford, 2002) dalšími autory doloženo psychometricky (např. Vlčková, Berger, & Völkle, 2013), nicméně výsledky přesto naznačují, jaký vztah strategie obecně k tomuto subjektivnímu indikátoru vzdělávacích výsledků nabývají. Podobně odhad vlastní znalosti jaz yka pozitivně koreloval s deklarovanou mírou používání strategií obecně (r = -0,09), konkrétně kognitivních (r = -0,20), metakognitivních (r = -0,12) a sociálních (r = -0,15) strategií; negativně 5 koreloval s deklarovanou mírou používání kompenzačních strategií (r = 0,1).…”

“…např. Vlčková, Berger, & Völkle, 2013). obecně bývají rozlišovány strategie obecné, aplikovatelné pro proces učení čemukoli, a strategie specifické pro určitou oblast.…”

Higher Education Students Learning Strategies: An Insight Into Czech Educational System

“…Foreign language learning strategies are often viewed as operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information in foreign language learning (Wenden & Rubin, 1987 as cited in Vlčková, Berger, & Völkle, 2013). This is valid generally as well as in case of prospective teachers within the pregraduate education at the higher education level.…”

“…This is valid generally as well as in case of prospective teachers within the pregraduate education at the higher education level. As to foreign language learning strategies there might be identified some more joint features, and for example referring to Cohen and Macaro, 2007 as cited in Vlčková et al, 2013) the strategies are "intentional, and conscious procedures by which a learner reaches his or her learning goal, they do not occur in isolation but in sequences or clusters and the quality of their orchestration is important for learning" (p. 94). It is no doubt that foreign language learning strategies determine language acquisition.…”