A Comparative Study of Language Learning Strategy Use in an EFL Context: Monolingual Korean and Bilingual Korean-Chinese University Students

Autor/inn/en	Hong-Nam, Kyungsim; Leavell, Alexandra G.
Titel	A Comparative Study of Language Learning Strategy Use in an EFL Context: Monolingual Korean and Bilingual Korean-Chinese University Students
Quelle	In: Asia Pacific Education Review, 8 (2007) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
Schlagwörter	Comparative Analysis; Language Usage; Monolingualism; Metacognition; English (Second Language); Second Language Instruction; Second Language Learning; Bilingualism; Learning Strategies; Measures (Individuals); College Students; Korean; Chinese; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Sprachgebrauch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Bilingualismus; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Collegestudent; Koreanisch; China; Chinesen
Abstract	Since language is socially mediated and context dependent, it would be expected that learners' use of language learning strategies may vary with the environment. Using the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), this study examines the language learning behaviors and thought processes of two geographically and socio-educationally different groups by comparing learning strategy use as reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. Monolinguals reported using compensation strategies most and affective strategies least. Bilinguals preferred to use metacognitive strategies most and memory strategies least. Despite a less favorable formal English education environment in the Korean-Chinese community and less experience in learning English, bilingual Korean-Chinese reported higher use of learning strategies, which is arguably indicative of the positive effects of the bilingual context in learning a new language. (Contains 7 tables.) (Author).
Anmerkungen	Education Research Institute, Seoul National University. Department of Education, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748, South Korea. Tel: +82-2-880-5896; Fax: +82-2-889-6508; e-mail: aper2@hanmail.net; Web site: http://eri.snu.ac.kr/aper
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10