Language-Learner Strategy Instruction and English Achievement: Voices from Ghana

Autor/in	Agor, John T.
Titel	Language-Learner Strategy Instruction and English Achievement: Voices from Ghana
Quelle	In: English Language Teaching, 7 (2014) 6, S.175-191 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Second Language Instruction; Learning Strategies; Control Groups; Longitudinal Studies; English (Second Language); Video Technology; Teaching Methods; Junior High School Students; Foreign Countries; Pretests Posttests; Experimental Groups; Language Tests; Comparative Analysis; Academic Achievement; Intervention; Writing Assignments; Writing Strategies; Ghana + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland; Language test; Sprachtest; Schulleistung; Schreibtechnik
Abstract	This paper presents the results of a one-year longitudinal study which sought to investigate the effect that strategy instruction may have on English language achievement. Two classes of junior high school students at Madina in Ghana were involved in an experiment. The experimental class was taught various language-learner strategies both implicitly and explicitly as part of their English lessons. The control class was taught the same contents excluding language-learner strategies. Pre-test and post-test proceedings were video-taped and analysed. During post-test activities, the experimental class displayed 17 different language-learner strategies with facility while the control class deployed 7. At the end of the academic year, the English language results of the two groups were compared: 96.5% of the experimental class obtained Grade "One" while 24% of the control group obtained that Grade. The results suggest that one sure way to attain the desired levels of achievement in English at the basic school level in Ghana is to popularise language-learner strategy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01