Language Learning Strategies: Insights from the Past and Directions for the Future

2019 ◽  
pp. 1-20
Author(s):  
Osamu Takeuchi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
The Past ◽  
The Future

scholarly journals Conclusion: The future of research into language learning strategies

2018 ◽  
Vol 8 (2) ◽  
pp. 525-535 ◽  
Author(s):  
Mirosław Pawlak ◽  
Rebecca L. Oxford
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Special Issue ◽  
Language Learning Strategies ◽  
Methodological Issues ◽  
Future Directions ◽  
Pedagogical Orientation ◽  
The Future ◽  
Empirical Investigations

In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy.

scholarly journals Revisiting the Use of Language Learning Strategies by University Freshmen in Taiwan

2019 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Jia-Ying Lee
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Large Scale ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Year College ◽  
The Past ◽  
First Year College Students

This article reports a large-scale survey on the use of language learning strategies by first-year college students in Taiwan, with the aim of describing what language learning strategies they reported using and what strategic patterns were formed. A total of 199 non-English majors responded to a survey designed by Oxford (1990), namely, the Strategies Inventory for Language Learning (SILL) (Version 7.0). The results show that today’s language learners self-reported using the following SILL strategies in the following order of frequency: compensation strategies, metacognitive strategies, social strategies, memory strategies, cognitive strategies, and affective strategies. In addition, the results also demonstrate that three SILL categories used today were used differently in the past: affective strategies, metacognitive strategies, and compensation strategies. Moreover, it was also found that males and females these days had slightly different strategic patterns from one another in learning English and also used slightly different ones in the past.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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