Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds

Autor/inn/en	Ebsworth, Miriam Eisenstein; Tang, Frank Lixing; Razavi, Nikta; Aiello, Jacqueline
Titel	Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds
Quelle	In: Applied Language Learning, 23-24 (2014), S.23-46 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Second Language Learning; Second Language Instruction; Learning Strategies; Cultural Background; Language Proficiency; Gender Differences; College Students; Hispanic American Students; Russian; Native Language; Chinese Americans; Memory; English (Second Language); Context Effect; Student Attitudes; Metacognition; Schemata (Cognition); Interlanguage; Quasiexperimental Design; Multivariate Analysis; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language skill; Language skills; Sprachkompetenz; Geschlechterkonflikt; Collegestudent; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Russisch; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Gedächtnis; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognition; Schema; Kognition; Zielsprache; Multivariate Analyse
Abstract	This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three categories: memory, cognition, and metacognition. The Latino students used significantly more strategies in only the metacognitive category as compared with the Chinese students. Students with higher English proficiency generally used more strategies. Interestingly, there was no significant difference in strategy use between the Russian group and the Latino group. Our data suggest that gender may interact with other variables such as language and culture as well as other contextual factors. A provocative finding shows that the memory strategy questions on the SILL may not have captured the actual memory strategies used by our Chinese students. Also, greater strategy use by more proficient learners raises a question regarding the role of cognitive load in using strategies when interlanguage is less sophisticated and greater effort must be expended. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/publications.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10