Learning Strategy Applications with Students of English as a Second Language

Abstract

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.

Age Differences in the Use of Language Learning Strategies

“…Cognitive strategies refer to manipulating or transforming the learning materials directly in specific learning tasks, such as repetition, translation, grouping, note-taking, deduction, recombination, imagery, auditory representation, keyword, contextualization, elaboration, transfer, and inferencing (O'Malley & Chamot, 1985). Metacognitive strategies refer to an overall control over the learning process, such as advanced organizers, direct attention, selective attention, self-management, planning, reasoning, monitoring, and self-evaluation.…”

“…There are three categories of strategies used by learners: cognitive, metacognitive and affective-social strategies (Brown & Palinscar, 1982;O'Malley & Chamot, 1985). Cognitive strategies refer to manipulating or transforming the learning materials directly in specific learning tasks, such as repetition, translation, grouping, note-taking, deduction, recombination, imagery, auditory representation, keyword, contextualization, elaboration, transfer, and inferencing (O'Malley & Chamot, 1985).…”

Research on the Use of Metacognitive Strategies of Liberal Arts and Science English Majors

“…The questions are divided into three groups based on the classification of the metacognitive strategies: Planning for learning (1)(2)(3)(4)(5), Monitoring of one's production or comprehension (6---10), Evaluating of learning after an activity is completed (11---15).…”

Vol. 2, No. 4, in December 2009

“…For example, O'Malley et al (1985) carried out classroom observation from the perspectives of source, activity, setting, materials and approach concerning learning strategy, and interviews for both teachers and students to elicit strategies for specific learning tasks, the findings of which informed the training practice and were the basis of refining the training approaches. There are good considerations behind these attempts: firstly, it is now generally recognized that learner strategy use is very unlikely to be discussed thoroughly without taking into consideration the learner differences either individually or in groups (Macaro, 2006) such as age, gender, major and learning experience; Secondly, apart from the variables, the method used in this paper to elicit strategies is not without flaws.…”

“…Abundant studies have demonstrated the great effect exerted by metacognitive strategies both in reading (Baker & Brown, 1984;Carrel et al, 1989;Talbot, 1995) and listening (O' Malley & Chamot, 1985;Schwartz, 1992;Yang, 2004). However, there is little research available to scrutinize the relationship between metacognitive strategies and vocabulary learning though conspicuously, vocabulary is central to language learning.…”