On the Relationship between Students’ Language Learning Strategies and their Level of Language Proficiency in University Context

Year 2015, Volume: 36 Issue: 3, 1941 - 1951, 13.05.2015

Mina Rastegar , Fatemeh Rezazadeh

Abstract

Abstract. This study aimed at exploring the relationship between students’ level of language proficiency and their Language Learning Strategies used. A group of sixty five EFLlearners (32 junior and 33 senior) were randomly selected from EFL students majoring in English translation and English literature at Shahid Bahonar University of Kerman. All the participants were native speakers of Persian.To obtain the required data Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) was used to determine the type of Language Learning Strategies that participants used. The results of the study showed that there were not any significant differences between junior and senior EFL learners regarding Language Learning Strategies sub-parts, namely:Memory, Cognitive, Compensation, Metacognitive, Affective, and Social learning strategies that they used. Also in order to answer the research question regarding the participants' Language Learning Strategies use based on the three levels (high/mid/low) in two groups of junior and senior students, for each strategy, a Chi-Square Test was launched to explore the differences among the groups. In this study, none of the groups yielded significant results. Meaning that the difference in proficiency level, junior/senior, did not affect the levels of each strategy the participants used.

Keywords

Language Learning Strategies, Level of Proficiency

References

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• Developed By Oxford (1990)
• Version for Speakers of Other Languages Learning English
• Name: Age: Sex: Directions:
• This form of the strategy inventory for language learning (SILL) is for students of a
• second language (ENGLISH). Please read each statement and select the response (1, 2, 3, 4, or
• 5) that tells HOW TRUE THE STATEMENT IS.
• Never or almost never true of me (1)
• Usually not true of me (2)
• Somewhat true of me (3)
• Usually true of me (4)
• Always or almost always true of me (5)
• Answer in terms of how well the statement describes you. There is no right or wrong answer
• to these statements. Please work as quickly as you can without being careless. Part A
• I think of relationships between what I already know and new things I learn in English.
• I use new English words in a sentence so I can remember them.
• I connect the sound of a new English word and an image or picture of
• the new word to help me remember the word.
• I remember a new English word by making a mental picture of a
• situation in which the word might be used.
• I use rhymes to remember new English words. 1 2 3 4 5
• I use flashcards to remember new English words.
• I physically act out new English words.
• I review English lessons often. 1 2 3 4 5
• I remember new English words or phrases by remembering their
• location on the page, on the board, or on a street sign. Part B
• I say or write new English words several times.
• I try to talk like native English speakers. 1 2 3 4 5
• I practice the sounds of English.
• I use the English words I know in different ways. 1 2 3 4 5
• I start conversations in English.
• I watch English language TV shows spoken in English or go to
• movies spoken in English.
• I read for pleasure in the English.
• I write notes, messages, letters, or reports in English.
• I first skim an English passage (read over the passage quickly) then
• go back and read carefully. 1 2 3 4 5
• I look for words in my own language that are similar to new words in English. 1 2 3 4 5
• I try to find patterns in English. 1 2 3 4 5
• I find the meaning of an English word by dividing it into parts that I understand. 2 3 4 5
• I try not to translate word for word. 2 3 4 5
• I make summaries of information that I hear or read in English. 2 3 4 5 Part C
• To understand unfamiliar English words, I make guesses. 1 2 3 4 5
• When I can't think of a word during a conversation in English, I use gestures. 1 2 3 4 5
• I make up new words if I do not know the right ones in English. 1 2 3 4 5
• I read English without looking up every new word. 1 2 3 4 5
• I try to guess what the other person will say next in English. 1 2 3 4 5
• If I can't think of an English word, I use a word or phrase that means
• the same thing. 1 2 3 4 5 Part D
• I try to find as many ways as I can to use my English. 2 3 4 5
• I notice my English mistakes and use that information to help me do better. 1 2 3 4 5
• I pay attention when someone is speaking English.
• I try to find out how to be a better learner of English. 1 2 3 4 5
• I plan my schedule so I will have enough time to study English.
• I look for people I can talk to in English.
• I look for opportunities to read as much as possible in English. 1 2 3 4 5
• I have clear goals for improving my English skills.
• I think about my progress in learning English. 1 2 3 4 5 Part E
• I try to relax whenever I feel afraid of using English.
• I encourage myself to speak English even when I am afraid of making a mistake.
• I give myself a reward or treat when I do well in English.
• I notice if I am tense or nervous when I am studying or using English. 1 2 3 4 5
• I write down my feelings in a language learning dairy. 1 2 3 4 5
• I talk to someone else about how I feel when I am learning English. Part F
• If I do not understand something in English, I ask the other person to
• slow down or to say it again.
• I ask English speakers to correct me when I talk.
• I practice English with other students.
• I ask for help from English speakers. 1 2 3 4 5
• I ask questions in English.
• I try to learn about the culture of the English speakers.