Language Learner Strategies and Linguistic Competence as Factors Affecting Achievement Test Scores in English for Specific Purposes

Autor/in	Jurkovic, Violeta
Titel	Language Learner Strategies and Linguistic Competence as Factors Affecting Achievement Test Scores in English for Specific Purposes
Quelle	In: TESOL Journal, 1 (2010) 4, S.449-469 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.5054/tj.2010.234765
Schlagwörter	Linguistic Competence; Language Usage; Learning Strategies; International Studies; Second Language Learning; Achievement Tests; Metacognition; English for Special Purposes; Scores; Correlation + Suchen Sie Ihr Suchwort? Sprachkompetenz; Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Internationaler Studiengang; Zweitsprachenerwerb; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation
Abstract	The article examines the effect of two factors on achievement test scores in English as a foreign language for specific purposes in higher education: preexisting linguistic competence and frequency of use of language learner strategies. The rationale for the analysis of language learner strategies as a factor affecting achievement test outcomes is outlined, and then language learner strategies and linguistic competence are defined. Results of international studies that have confirmed the correlation between these two variables are also presented. The results of this study indicate a statistically significant positive effect of general linguistic competence on achievement test scores. Among the constructs of language learner strategies, however, the only construct having a statistically significant effect on achievement test scores is metacognitive strategies. The article concludes with a discussion of findings and presentation of measures that could help students at lower levels of linguistic competence improve their achievement test scores. (Contains 2 figures and 9 tables.) (As Provided).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org/s_tesol/seccss.asp?CID=1997&DID=12258
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10