The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream

Chamot, Anna Uhl; O’Malley, J. Michael

doi:10.2307/3586733

Cited by 217 publications

(140 citation statements)

References 18 publications

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“…Then many researchers show their interest in factors influencing choice of LLSs (e.g. Chamot & O'Malley, 1987;Ehrman, 1990;El-Dib, 2004;Hong-Nam & Leavell, 2006;Kavasoglu, 2009;, and in relationship among LLSs, some variables of individual differences, and learning outcomes (e.g., Magogwe & Oliver, 2007;Lee & Oxford, 2008;Wong & Nunan, 2011). A range of factors have been found to affect strategy choice, some relating to the learner, and others to the situational and social context of learning.…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

Zhou¹,

Intaraprasert²

2014

ELT

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This study was intended to investigate the use of language learning strategy employed by English-major pre-service teachers in Midwest China in relation to their gender and personality types. The modified Strategy Inventory for Language Learning (SILL) and adopted personality type inventory were used to collect the data. ANOVA and Chi-square tests were performed for data analysis. The results revealed that gender and personality types have some effects on pre-service teachers' strategy use at the overall, category and individual levels. The variation patterns of the strategy use were found in terms of the two variables. The implications of these findings for ESL teaching and learning were also discussed.

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Section: Introductionmentioning

confidence: 99%

Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

Zhou¹,

Intaraprasert²

2014

ELT

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“…A number of scholars studied LLS in various ways and had their notions on what they mean. For example, Cook (2001); Cohen (1998); Conti and Kolody (1998); Stern (1975); Oxford (1990); O'Malley and Chamot (1990); Chamot and O'Malley (1987); Ellis (1985); Politzer and McGroarty (1985); Wenden (1982); Cohen and Aphek (1981); Tarone (1980) ;Naiman, Frohlich, Bialystok (1978); Wong-Fillmore (1976) and others studied strategies used by language learners during the process of foreign language learning.…”

Section: Introductionmentioning

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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“…Content knowledge and skills cannot be separated from the linguistic means, through which that knowledge and skill is manifest. Approaches to content-based language instruction (Chamot & O'Malley, 1987;Snow, Met & Genesee, 1989) can be enriched through an understanding of "content," especially at university level. Consequently, as the difficulty of the concepts increases, we want the students' learning of the language that construes those concepts to also become more complex.…”

Section: Resultsmentioning

confidence: 99%

Developing Academic Writing in a Business Oriented University

Foley¹

2013

Indonesian J. Appl. Linguist

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This research investigated the development of language choices in the Academic writing of students at an English-medium university in Thailand. The first part involved looking at the writing in the first semester of their English program at the university, representing the level of the students' writing on entry into the university. Seventy two samples of first year students' writing were collected, but only 12 were randomly selected for this study in order to compare their progress over a period of 14 weeks (first semester). The second part of the research looked at the writing of students' journals at the end of their second semester of their first year after the implementation of a writing program based on research originally developed in Australia (Derewianka, 2003). A third part of the research investigated the development of students' writing towards the third year in university with specific reference to their academic writing in the business English program. The focus on Business English was mainly because the university was well-known in this field of study. The framework for the analysis of the students' writing was based on a systemic functional approach (Halliday and Matthiessen, 2004). In order to provide insights into the meaning and effectiveness of the text, a discourse grammar needs to be functional and semantic in its orientation. This paper discusses the development of the Nominal Group (NG) in the students' writing in THEME position, as this was felt to be a major issue in the development of academic discourse. However NGs in the RHEME would also be looked, as this was a part of the text structure, where complex nominal groups would be expected as part of the NEW information. The resulting analysis showed that initially the students had a limited knowledge of the different genres and used an equally limited range of lexical and grammatical choices. After the implementation of a new teaching approach in the second semester of the first year, some improvement could be observed. During the third year of the English program, improvement in the writing of genres used in "business" writing, such as Reports, was clearly evident. Keywords: Academic Business English, Thailand, lexico-grammatical choices, nominal groups, genres.Abstrak: Penelitian ini menyelidiki perkembangan pilihan bahasa siswa dalam mata kuliah menulis akademik di sebuah universitas berbahasa Inggris di Thailand. Bagian pertama melihat tulisan di semester pertama mahasiswa program bahasa Inggris di universitas tersebut untuk melihat kemampuan menulis mahasiswa saat mereka masuk universitas. Tujuh puluh dua sampel tulisan mahasiswa tingkat pertama dikumpulkan, tapi hanya 12 yang dipilih secara acak untuk kajian ini agar bisa dibandingkan kemajuannya setelah empat belas minggu (satu semester). Bagian kedua penelitian ini melihat jurnal hasil tulisan mahasiswa di akhir semester ke dua tahun pertama mereka, setelah penerapan program menulis menggunakan kerangka teori yang dikembangkan di Australia (Derewianka 2003). Bagian ket...

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The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream

Cited by 217 publications

References 18 publications

Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

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

Developing Academic Writing in a Business Oriented University

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