Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

Autor/inn/en	Gharbavi, Abdullah; Mousavi, Seyyed Ahmad
Titel	Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?
Quelle	In: English Language Teaching, 5 (2012) 7, S.110-122 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Language Proficiency; Learning Strategies; Language Tests; Correlation; Classification; Second Language Learning; Language Teachers; Course Descriptions; English (Second Language); Second Language Instruction; Foreign Countries; Majors (Students); College Students; Teacher Education; Statistical Analysis; Questionnaires; Iran; Strategy Inventory for Language Learning; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language test; Sprachtest; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Kursstrukturplan; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Collegestudent; Lehrerausbildung; Lehrerbildung; Statistische Analyse; Fragebogen
Abstract	The primary focus of research on employment of language learning strategies has been on identification of adoption of different learning strategies. However, the relationship between language learning strategies and proficiency levels was ignored in previous research. The present study was undertaken to find out whether there are any relationship between the employment of different strategies and learners' levels of language proficiency. To this end, initially, a simulated TOEFL test (Bailey, R. F., Seetharaman, S., Gavin, C. A., Shukla, N., Penfield, J., and Subramanian, R., 1993) was administered to classify the learners into three classes of proficiency levels: beginning, intermediate, and advanced. Then, Oxford's Strategy Inventory, SILL, (Oxford, 1990b) was used to determine the frequency of the language learning strategies applied by learners. The results indicated that there is a direct relationship between employment of different strategies and proficiency levels. Therefore, the findings, in general, seem convincing enough to enable one to claim that there is a correspondence between the employment of different strategies and proficiency levels. The results of the present study are by no means complete. More research is needed to substantiate the outcome of the current study. One pedagogical implication of the study is that language instructors and syllabus designers should be advised to inform language learners about language learning strategies. Other implications have been discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01