Effect of Academic Major on Students' Use of Language Learning Strategies: A Diary Study in a Chinese Context

Autor/inn/en	Rao, Zhenhui; Liu, Fulan
Titel	Effect of Academic Major on Students' Use of Language Learning Strategies: A Diary Study in a Chinese Context
Quelle	In: Language Learning Journal, 39 (2011) 1, S.43-55 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
Schlagwörter	Language Usage; Learning Strategies; Social Sciences; Majors (Students); Second Language Learning; Diaries; Science Education; Cognitive Style; Foreign Countries; English (Second Language); Second Language Instruction; Student Attitudes; College Students; China + Suchen Sie Ihr Suchwort? Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Zweitsprachenerwerb; Diary; Tagebuch; Naturwissenschaftliche Bildung; Cognitive styles; Kognitiver Stil; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Collegestudent
Abstract	The research reported here explored how students' use of language learning strategies (LLS) was affected by their academic major. The data were collected by asking students to keep a four-week diary, and then the findings were examined within the model of learning developed by Biggs. An analysis of diary entries showed that, although there were more similarities than differences in their strategy use, there did exist significant differences between social science students and science students in the use of some learning strategies. These strategic differences in language learning could be interpreted from three perspectives: (1) approaches to learning; (2) career interest; and (3) course structure. Some research implications are also discussed. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10