The Exploring Nature of Language Learning Strategies (LLSs) and their Relationship with Various Variables with Focus on Personality Traits in the Current Studies of Second/Foreign Language Learning

Fazeli, Seyed Hossein

doi:10.4304/tpls.1.10.1311-1320

Cited by 9 publications

(7 citation statements)

References 92 publications

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“…Learners' beliefs about the nature and process of language and learning and the use of learning strategies have been investigated and studied by some Iranian researchers in recent years (Fazeli, 2011;Nikoopour & Farsani, 2010;Pishghadam & Pourali, 2011;Dehghan Harati, 2011;Yamini & Dehghan, 2005). However, very few studies have compared different proficiency groups in terms of their language learning strategies and beliefs (Ghavamnia et al, 2011;Abedini et al, 2011;Yamini & Dehghan, 2005).…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?

Saeb¹,

Zamani²

2013

ELT

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This paper reports a comparative study exploring language learning strategy use and beliefs about language learning of high-school students and students attending English institutes. Oxford’s (1990) strategy inventory for language learning (SILL) and Horwitz’s (1987) beliefs about language learning inventory (BALLI), were used to collect data. One-way multivariate analysis of variance was used to analyze the data. The results revealed significant differences between the two groups regarding their strategy use and beliefs about language learning. Institute students used significantly more memory, cognitive, compensation, metacognitive and social strategies. Also they held stronger beliefs about the difficulty of language learning and motivation and expectation than their peers in high school. The conclusions of the study along with related pedagogical implications are also discussed.

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Section: Introductionmentioning

confidence: 99%

Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?

Saeb¹,

Zamani²

2013

ELT

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“…Acquiring only target language linguistic skills by foreign language learners is not an indication that they are competent in the target language (Almazova & Rubtsova, 2016;Krasner, 1999). It is also necessary to teach how the target language is used in daily life, whether these uses vary in the cultural context, for example, what language one uses when asking for something in the target language will be culturally appropriate (Fazeli, 2011). In other words, foreign language learners need to have knowledge of cultural compatibility while using the language they learn (Castro, Sercu, & Mendez Garcia, 2004).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Mechanisms of intercultural competence formation in teaching foreign languages

Ахметова

Ryspayeva²,

Zhukenova³

et al. 2022

CJES

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The purpose of this research is to obtain teachers' opinions on the development of communication skills of preschool children through information technologies. This research is in the case study model, which is one of the qualitative research designs. The participant group of the research consists of 40 preschool teachers who are teaching in various preschool education institutions in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. As a result of the research, majority of the preschool teachers stated that they frequently benefit from information technologies in the development of preschool children's communication skills. They also stated permanence in learning, increasing interest and attention, being educational and entertaining, the ease it provides in learning, the opportunity to raise technology literate children and saving time as the advantages of using information technologies in the development of preschool children's communication skills. They stated the problems experienced in choosing appropriate content, the technological infrastructure problems of the school, the technology addiction and the technological pedagogical inadequacy of the teachers as the disadvantages of using information technologies in the development of communication skills of preschool children. Based on the results of the research, in order to eliminate the deficiencies in teachers' technological pedagogical content knowledge, it is necessary to organise regular in-service training programmes. Keywords: Preschool teachers, information technologies, communication skills, preschool children;

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“…Direct strategies are strategies that may be used by learners while learning something new in the class and indirect strategies are strategies employed by learners when thay are not indirectly involved in learning process. So far, most studies on language learning strategies focus on three major areas, such as; the characteristics of LLS, factors that influence LLS, and the experiment of learning strategies instruction (Fazeli, 2011). The characteristics of good language learners were stated in Rubin's study (1975).…”

Section: An Overview Of Language Learning Strategiesmentioning

confidence: 99%

“…A study on LLS is much influenced by Rubin's and Stern's research focusing on learning strategies applied by good language learners in the 70's (Fazeli, 2011). Since then, the theory has been developed by many experts (Zare, 2012) (see table 1).…”

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confidence: 99%

Language Learning Strategies (LLS) Instruction to Help Students Become Better Language Learners

Ernomo

2018

JETLAL

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Based on act of The Republic of Indonesia number 20, year 2003 on National Education System, learners should be active participants and able to develop their full potential. From the statement, the paradigm in educational field has changed from teacher centered learning to student-centered learning. Teaching language learners to learn so that they will be effective learners is a major issue in language teaching nowadays. A way to do that is by conducting strategy instruction. So, the purpose of this paper is to find out the definition of LLS, factors affecting the choice of LLS, classification of LLS, characteristics of LLS instruction, and models of LLS instruction.

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The Exploring Nature of Language Learning Strategies (LLSs) and their Relationship with Various Variables with Focus on Personality Traits in the Current Studies of Second/Foreign Language Learning

Abstract: Abstract-SinceIndex Terms-language learning strategies, personality traits, language learning, second/foreign language learning

Cited by 9 publications

References 92 publications

Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?

Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?

Mechanisms of intercultural competence formation in teaching foreign languages

Language Learning Strategies (LLS) Instruction to Help Students Become Better Language Learners

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