Language-Learning Strategy Preferences among College-Level Language Students

Autor/in	Brosh, Hezi
Titel	Language-Learning Strategy Preferences among College-Level Language Students
Quelle	In: Applied Language Learning, 28 (2018) 1, S.19-40 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Second Language Learning; Second Language Instruction; Learning Strategies; College Students; Student Attitudes; Independent Study; Language Skills; Grammar; Writing (Composition); Questionnaires; Language Processing; Learning Experience; Teacher Student Relationship; Teaching Methods; Semi Structured Interviews; Language Proficiency; Comparative Analysis; Statistical Analysis; Preferences; Oral Reading; Interpersonal Communication + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Schülerverhalten; Selbststudium; Language skill; Sprachkompetenz; Grammatik; Schreibübung; Fragebogen; Sprachverarbeitung; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skills; Statistische Analyse; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Interpersonale Kommunikation
Abstract	This study aimed to elicit students' perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 198 college-level students participated. Data were collected through a questionnaire and interviews. The findings reveal that language students tend to adopt a holistic view of the learning task and relate it to real-life and personal experience. They favor application-directed learning strategies that establish concrete processing and ultimately utilize knowledge beyond the classroom. By selecting speaking and conversation, interaction with the teacher, and reading aloud, participants clearly indicated their preference to be proactive in order to make the language more real for them, to boost their performance in using it, and to develop language skills to last a lifetime. Significant differences were found with regard to LLSPs based on learning experience. Whereas advanced-level participants attributed preference to speaking and conversation, beginner-level participants attributed preference to interaction with the teacher and grammar and writing. The empirical evidence from this study could have implications for theoretical models of effective language instruction, second-language (L2) teacher education programs, and curriculum development. (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/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01