Coping with Linguistic Challenges in UK Higher Education: The Use of Strategies by Chinese Research Students

Autor/in	Li, Daguo
Titel	Coping with Linguistic Challenges in UK Higher Education: The Use of Strategies by Chinese Research Students
Quelle	In: Language Learning Journal, 35 (2007) 2, S.205-219 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
Schlagwörter	Language Tests; Metacognition; English (Second Language); Foreign Countries; Asians; Learning Strategies; Second Language Learning; Language Proficiency; Interviews; Oral Language; Student Evaluation; Graduate Students; United Kingdom + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Interviewing; Interviewtechnik; Oral interpretation; Mündlicher Sprachgebrauch; Schulnote; Studentische Bewertung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Großbritannien
Abstract	The present study sets out to examine the strategies used by Chinese learners in a predominantly naturalistic environment and how such learner strategy use relates to their proficiency in the second language. Data were collected from four Chinese research students in the UK using semi-structured interviews. Their proficiency in English was assessed with an oral interview and a listening test. The main findings from this study are that the learners used a wide range of strategies overall, including metacognitive, cognitive, social/affective and compensation strategies. The majority of the commonly reported strategies were metacognitive strategies, suggesting that the learners were self-directed and attempting to manage their own learning in an informal context. They also showed idiosyncrasies in their use of learner strategies. Attempts to explain the learners' strategy use in relation to their levels of proficiency in English and contextual factors, as well as several other factors, are offered. Implications for target-country institutions in terms of the provision of support to Chinese students are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10