Learning Strategies Used by Beginning and Intermediate Esl Students

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

doi:10.1111/j.1467-1770.1985.tb01013.x

Cited by 468 publications

(280 citation statements)

References 15 publications

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“…With the emergence of the concept of LLS, scholars have attempted to link these strategies with language learning skills believing that each strategy enhances learning of vocabulary, pronunciation, etc. Scholars such as O'Malley (1985) and O'Malley et al (1990) confirm that most LLS are used for vocabulary learning tasks.…”

Section: Vocabulary Learning Strategiesmentioning

confidence: 99%

Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

Kalajahi¹,

Pourshahian²

2012

ELT

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This research study aimed at exploring the relationship between vocabulary learning strategies and vocabulary size of 125 undergraduate English Language Teaching students at Eastern Mediterranean University. This research study was a correlational survey study of descriptive nature. The major findings of this study were as follows. First, the findings indicated that most of the ELT students adequately operated the psycholinguistic strategies, whereas somewhat adequately the metacognitive strategies. Next, the ELT students reportedly had a somewhat average vocabulary size to cope with advanced studies at the university level. Finally, this study found no relationship between the psycholinguistic strategy and the vocabulary size of the participants, and the relationships between the metacognitive strategy and the vocabulary size, as well as the vocabulary learning strategy questionnaire and the vocabulary size of the participants were negligible. The findings also revealed that students did not operate certain strategies, rather a variety of strategies.

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Section: Vocabulary Learning Strategiesmentioning

confidence: 99%

Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

Kalajahi¹,

Pourshahian²

2012

ELT

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“…A questionnaire is developed primarily on the basis of a general review of the relevant literature (mainly Cohen 1987Cohen , 1990Cohen & Aphek 1981;Nation 1990;O'Malley et. al.…”

Section: The Studymentioning

confidence: 99%

Vocabulary Memorizing Strategies by Chinese University Students

Yang¹,

Dai²

2012

IES

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The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword techniques), students apparently tended to favor the second and the third ones, though rote repetition remains appealing to some of them. Mnemonic devices such as keyword method were rather unpopular to most of the students because they would involve the learners in more active performance of the target language.

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“…Language learning strategies were initially divided into learning strategies (O'Malley, Chamot, Stewner-Manzanares, Kupper, & Russo, 1985) and communication strategies (Faerch & Kasper, 1983). The former were divided into metacognitive, cognitive and socioaffective strategies, whereas the latter were divided into avoidance and compensatory strategies.…”

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confidence: 99%

The influence of pronunciation learning strategies on mastering English vowels

Rokoszewska

2012

SSLLT

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The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study which investigated the influence of pronunciation learning strategies on the perception and production of English pure vowels and diphthongs by first-year students of an English department. The results of the study indicate that students of English, who on average use pronunciation learning strategies rather occasionally, should receive some strategy-based instruction as there exists a significant relationship between the investigated phenomena, especially between the use of pronunciation learning strategies and the production of English monophthongs and diphthongs.

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Learning Strategies Used by Beginning and Intermediate Esl Students

Cited by 468 publications

References 15 publications

Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

Vocabulary Memorizing Strategies by Chinese University Students

The influence of pronunciation learning strategies on mastering English vowels

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