Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

Autor/in	Rao, Zhenhui
Titel	Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory
Quelle	In: Language Learning Journal, 44 (2016) 1, S.90-106 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.733886
Schlagwörter	English (Second Language); Second Language Learning; Language Proficiency; Learning Strategies; Models; Imagery; Prior Learning; Linguistic Competence; Correlation; Second Language Instruction; College Students; Foreign Countries; Language Tests; Statistical Analysis; Questionnaires; China; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Metaphorik; Vorkenntnisse; Korrelation; Fremdsprachenunterricht; Collegestudent; Ausland; Language test; Sprachtest; Statistische Analyse; Fragebogen
Abstract	The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level students using more strategies more frequently than low-level students. An in-depth analysis of the data revealed that there were some characteristics of strategy use by each group of the students. These characteristics could be linked to five factors in the ACT model (management of L2 learning, imagery, analyzing, practicing and management of information-processing limitations) and three factors in the 3P model (value and expectations concerning achievement, linguistic competence and prior knowledge). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01