Learning and Problem Solving Strategies of ESL Students

Chamot, Anna Uhl; Dale, Marsha; O’Malley, J. Michael; Σπανός, Γ.

doi:10.1080/15235882.1992.10162635

Cited by 126 publications

(141 citation statements)

References 11 publications

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“…Likewise, Clause and Casper (1983) stressed that learning strategies are attempts to develop linguistic and sociolinguistic competence in the target language to establish them into one's inter-language competence. Chamot (1987) stated that language learning strategies are techniques, approaches, or attentive actions that pupils adopt to facilitate the learning and recall of both linguistic and contextual information.…”

Section: Conceptual Identification and Classification Of Strategiesmentioning

confidence: 99%

Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

Gharbavi¹,

Mousavi²

2012

ELT

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The primary focus of research on employment of language learning strategies has been on identification of adoption of different learning strategies. However, the relationship between language learning strategies and proficiency levels was ignored in previous research. The present study was undertaken to find out whether there are any relationship between the employment of different strategies and learners' levels of language proficiency. To this end, initially, a simulated TOEFL test (Bailey, R. F., Seetharaman, S., Gavin, C. A., Shukla, N., Penfield, J., and Subramanian, R., 1993) was administered to classify the learners into three classes of proficiency levels: beginning, intermediate, and advanced. Then, Oxford's Strategy Inventory, SILL, (Oxford, 1990b) was used to determine the frequency of the language learning strategies applied by learners. The results indicated that there is a direct relationship between employment of different strategies and proficiency levels. Therefore, the findings, in general, seem convincing enough to enable one to claim that there is a correspondence between the employment of different strategies and proficiency levels. The results of the present study are by no means complete. More research is needed to substantiate the outcome of the current study. One pedagogical implication of the study is that language instructors and syllabus designers should be advised to inform language learners about language learning strategies. Other implications have been discussed.

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Section: Conceptual Identification and Classification Of Strategiesmentioning

confidence: 99%

Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

Gharbavi¹,

Mousavi²

2012

ELT

View full text Add to dashboard Cite

show abstract

“…Learning strategies allow the learners to learn independently to become autonomous learners. Chamot (1987), "learning strategies are techniques, approaches or thoughtful actions that students take to the learning and recall both linguistic and content area information." In other words, strategies are the way or actions that the students have in preparing them for their learning.…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ Learning Strategies in Speaking Performance

Wael

Asnur

Ibrahim

2018

ijole

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This article aims to explore learning strategies used by students in speaking performance. To identify the types of learning strategies were adopted by the students of English department in learning to speak, the authors prepared journal logs with specific questions related to learning strategies. The researchers used qualitative design in this research. The result of this research showed that students of the third semester of English department frequently used memory strategies in learning speaking. The second was metacognitive strategies followed by social strategy in the third rank. The fourth was affective strategies and compensation strategies in the fifth rank and followed by cognitive strategy in the sixth rank. Furthermore, the other factors also influence students' learning strategies in learning speaking such as psychological factor, the role of teacher, task, environment and social factors. The roles of the lecturer as a feedback provider, a participant, and a prompter.

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“…A learner's primary intention in using them is not to learn any language material, nor even necessarily to engage in genuine. An example of a cover strategy would be using a memorized and not fully-understood phrase in an utterance in a classroom drill in order to keep the action going (p. 4) But it must be made clear that memorization is not used as a kind of compensation. It is an aid to the learner to make things more accessible for the learner.…”

Section: Memorization As a Learning Strategymentioning

confidence: 99%

Memorization Makes Progress

Nasrollahi-Mouziraji

2015

TPLS

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Abstract-There are disputes over the role of memorization in language learning. Memorized language, a mainstay of education for almost all of recorded history, was widely repudiated for suppressing creativity, understanding and enjoyment in learners. This paper aims at highlighting the fact that, despite these criticisms, memorization is a helpful strategy which can be employed by the learners and teachers in their process of language learning and teaching. It is discussed that memorization: 1) provides the learner with linguistic data; 2) is the first step to understanding; 3) enhances association in memory; 4) causes cognitive development as a learning strategy; 5) helps noticing; 6) provides rehearsal; 7) is especially helpful in early stages of learning. It is also pointed out that all these become possible when memorization is accompanied and complemented by other strategies and techniques.

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Learning and Problem Solving Strategies of ESL Students

Cited by 126 publications

References 11 publications

Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

Exploring Students’ Learning Strategies in Speaking Performance

Memorization Makes Progress

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