The Processing Behaviours of Adult Second Language Learners and their Relationship to Second Language Proficiency1

Mangubhai, Francis

doi:10.1093/applin/12.3.268

Cited by 24 publications

(17 citation statements)

References 24 publications

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“…After quantifying the data gathered from think-aloud protocols, he could not identify a single set of processing strategies that significantly contributed to success. Concurrent think-aloud protocols were collected by Mangubhai (1991), who studied five adult learners of Hindi. High achievers were found to practice more and they used more memory strategies and less translation.…”

Section: Strategy Use Of Adult Language Learnersmentioning

confidence: 99%

Test‐taking Strategies of 12‐ and 13‐year‐old Hungarian Learners of EFL: Why Whales Have Migraines

Nikolov

2006

Language Learning

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This paper gives an account of a project exploring 12-and 13-year-old children's uses of strategies while solving reading and writing test tasks in English as a foreign language (EFL). The study was conducted to provide insights into how learners go about solving tasks and what they think and rely on while doing them. The first part provides an overview of strategy research and test-taking strategy research. The second part provides the background of the project and describes the 52 participants, the data collection instruments, and the procedures. The discussions include four case studies of two high achievers and two low achievers and explore what role individual differences played, what strategies learners applied, and how the findings have contributed to a better understanding of what we mean by test-taking strategies. This exploratory qualitative study raises several questions. The analyses of the particular strategies and case studies might provide valuable insights into learners' uses of strategies and useful feedback for test designers and teachers.This paper gives an account of a project exploring 12-and 13-year-old children's uses of strategies while solving reading and writing test tasks in English as a foreign language (EFL). The study was conducted to provide insights into how learners go about solving tasks and what they think and rely on while doing them. In the first part, I will provide a short overview of strategy research, in general, and test-taking strategy research, in particular. In the second part, I will provide the background of the project and then describe the 52 participants, the data collection instruments, and the procedures. In the results, I will describe four case studies and discuss what role individual differences played by showing what strategies learners applied while solving the actual reading and writing tasks. As will be seen, this is an exploratory qualitative study raising several questions. The analyses of the particular strategies and case studies have provided valuable insights into learners' uses of test-taking strategies and might serve as useful feedback for test designers and teachers. In the final section, I will suggest areas for further research. Learning StrategiesOver the last decades, international research interest has shifted from universal processes in second language acquisition (SLA) and foreign language learning (FLL) to cognitive and affective factors contributing to individual differences in the rate and route of SLA processes. One of the most popular questions relates to how language learners solve their learning and communication problems; thus, the role of learning strategies has gained prominence. Although a wide range of taxonomies

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Section: Strategy Use Of Adult Language Learnersmentioning

confidence: 99%

Test‐taking Strategies of 12‐ and 13‐year‐old Hungarian Learners of EFL: Why Whales Have Migraines

Nikolov

2006

Language Learning

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“…Based the view of Kranshen (1981), language acquisition can only be achieved in an natural language context (although this argument may have limitations, this is because the instruction of tutors is also important), and referring to the idea of Mangubhai (1991), more practices of language will enable students to achieve higher marks than fewer practices in second language proficiency. In a general sense, it is argued that in the second language teaching practices of reading, listening, writing and speaking, teachers should try best to create a kind simulated business environment for communication or task-based community under the instruction tutors in order to realize second language proficiency.…”

Section: Teaching Methods Applicationmentioning

confidence: 99%

Implications of Second Language Acquisition Theory for Business English Teaching in Current China

Zhu¹,

Muchun²

2015

ELT

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Second language acquisition (SLA) as a sub-branch of applied linguistics has been researched by Chinese and foreign scholars for over 40 years, but few researches have been done on its implications for Business English teaching which needs more language teaching theories to support. This paper makes a review of related studies, and puts forward a systematic framework of exploring the essential implications of second language acquisition theory for Business English teaching in current China based on the SLA concepts of input hypothesis, output hypothesis, affective filter hypothesis, learner-centered approach, natural language context, communicative approach, etc. along the whole process of Business English teaching. It concludes that the theory of SLA is applicable for Business English teaching in China and has essential implications in Business English curriculum design, teaching material selection, teaching method selection, and performance evaluation.

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“…Artelt 1999, Escribe, Huet 2005, ne všechny výzkumy ji však skutečně dokládají (Bialystok 1980). Ukazuje se, že úspěš-ní žáci používají více strategií než neúspěšní žáci (Zimmerman, Pons 1986, Vlčko-vá 2005, že používají jiné strategie než neúspěšní žáci (O'Malley, Chamot, Küpper 1989, Mangubhai 1991, Wen, Johnson 1997, Lind, Sandmann 2003, Vlčková 2005 a že např. v oblasti cizích jazyků je klíčovou strategií učení strategie procvičování (Oxford 1987, Huang, Naerssen 1987, Bialystok 1980, Vlčková 2005.…”

Section: Výzkumné Závěry a Otázkyunclassified

Strategie učení v kurikulu všeobecného vzdělávání

Vlčková¹

2018

Orbis Scholae

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Anotace: Osvojení si vhodných strategií učení představuje jeden ze základních cílů zá-kladního a všeobecného vzdělávání. Tento cíl je stanoven v Rámcovém vzdělávacím programu pro základní vzdělávání (2005) a v RVP pro gymnázia (2006) zejména v kompetenci k učení a měl by se odrazit také v cílech a evaluačních nástrojích stanovených ve školních vzdělávacích programech. Otázka, jak realizovat požadovanou evaluaci dosahování kompetencí je v současnosti aktuálním problémem, který škola vedle dalších aktuálních problémových úkolů také pociťuje. Některé strategie učení jsou společné všem či více vzdělávacím oblastem, jiné jsou specifi cké pro určité vzdělávací oblasti. Část evaluace může být tedy společná více vzdělávacím oblastem, jiná bude oborově či předmětově specifi cká. Příspěvek refl ektuje problematiku strategií učení v kontextu současného výzkumu, teorie, diagnostické praxe a kurikulární reformy.Klíčová slova: strategie učení, klíčové kompetence, kompetence k učení, kurikulum, rámcový vzdělávací program, školní vzdělávací program, základní vzdělávání, střední všeobecné vzdělávání, evaluace, diagnostika Abstract: One of the main goals of the elementary and comprehensive education is to learn appropriate learning strategies. is goal is defi ned in the Framework Educational Programme for Elementary Education (2005) and FEP for Upper Secondary Comprehensive Education (2006) above all in the competence for learning, and should be refl ected in the goals and evaluation tools specifi ed in the school educational programmes. It is o en a problem, however, to put this competence evaluation into eff ect in the school practice. Some of the learning strategies work for diff erent content areas, some of them are specifi c; part of the evaluation will be therefore common for many of the content areas, while another part will be specifi c. e article focuses on the topic of learning strategies in the context of current research, theory, assessment and evaluation and the current curricular reform in the Czech Republic.

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The Processing Behaviours of Adult Second Language Learners and their Relationship to Second Language Proficiency1

Cited by 24 publications

References 24 publications

Test‐taking Strategies of 12‐ and 13‐year‐old Hungarian Learners of EFL: Why Whales Have Migraines

Test‐taking Strategies of 12‐ and 13‐year‐old Hungarian Learners of EFL: Why Whales Have Migraines

Implications of Second Language Acquisition Theory for Business English Teaching in Current China

Strategie učení v kurikulu všeobecného vzdělávání

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