Frequency versus Importance: Language Learning Strategy Use in the EFL Classroom

Autor/inn/en	Agazade, Ali Sidki; Vefali, Gülsen Musayeva
Titel	Frequency versus Importance: Language Learning Strategy Use in the EFL Classroom
Quelle	In: Applied Language Learning, 23-24 (2014), S.47-62 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Learning Strategies; Second Language Learning; Second Language Instruction; Surveys; English (Second Language); Foreign Countries; College Students; Student Attitudes; Teacher Attitudes; Statistical Analysis; Comparative Analysis; College Faculty; Measures (Individuals); Cyprus + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Fremdsprachenunterricht; Survey; Umfrage; Befragung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Collegestudent; Schülerverhalten; Lehrerverhalten; Statistische Analyse; Fakultät; Messdaten; Zypern
Abstract	In recent decades, there has been a plethora of studies on language learning strategies (LLS hereafter). However, the research to date has mostly examined students' views on LLS, and there are few studies reflecting teachers' views. In contrast, this study surveyed 257 EFL students and 12 teachers to explore their views on the frequency and importance of language learning strategy use at a tertiary level in Northern Cyprus. The study used a new inventory (Griffiths, 2003) to elicit and compare the respondents' views on strategy use. The statistical analysis identified the use of 11 core strategies by the EFL students. Further, their inadequate selection and use of strategies was related to management of learning, interaction, development in the target language, and a difference with their teachers' views on the importance of strategy use. Overall, this study revealed a promising degree of agreement between the EFL students' and teachers' survey reports, which can have important implications for the context of instruction. (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