Second language learning strategies and Japanese: Does orthography make a difference?

System ◽  
2005 ◽  
Vol 33 (2) ◽  
pp. 327-339 ◽  
Author(s):  
Peter Grainger
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Language Learning Strategies

scholarly journals GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kumaresen Mahalingam ◽  
Melor Md. Yunus
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
Language Learning Strategies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning.  The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

scholarly journals Editorial

2018 ◽  
Vol 8 (3) ◽  
pp. 549-551
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Empirical Studies ◽  
The Other ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Present Issue ◽  
Learning And Teaching

Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).

Working memory capacity and strategy use in second language learning

2018 ◽  
Vol 169 (2) ◽  
pp. 262-292
Author(s):  
Rahim Najjari ◽  
Mohammad Mohammadi
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Working Memory Capacity ◽  
Cognitive Strategies ◽  
Memory Capacity ◽  
Strategy Use ◽  
Language Learning Strategies

Abstract This study investigated the relationship between working memory capacity (WMC) and second language learning strategies. To this end, 151 participants took three working memory tasks: one simple span task and two complex span tasks. They then completed the Strategy Inventory for Language Learning (SILL). Finally, they were put into three groups of individuals with high, mid, and low WMC. The results of descriptive and inferential statistics (one-way ANOVA tests) revealed that individuals with high WMC reportedly used compensatory and cognitive strategies more than the other two groups. Then, two-way factorial designs of WMC with the variables of age, sex, and language proficiency were conducted on reported frequency of compensatory and cognitive strategy use. The findings demonstrated that the main and interaction effects of the variables were not statistically significant except for WMC. This study has implications for language learning strategies and working memory studies in second language learning settings.

scholarly journals Editorial

2018 ◽  
Vol 8 (2) ◽  
pp. 187-191
Author(s):  
Rebecca L. Oxford ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Assessment Research

We welcome you to our special issue of Studies in Second Language Learning and Teaching (SSLLT). Our focus is language learning strategies, or LLS. We have been discussing the need for this special issue for years. Over coffee, sodas, or Chardonnet at many conferences and via emails and Skype, we discussed urgent issues in LLS assessment, research, and instruction.SSLLT, like many journals, has published numerous articles involving LLS, and other journals have had special issues on LLS. However, the time is ripe for a special issue that systematically includes LLS for all language skill areas, all major cross-cutting language subsystems such as grammar, and some important yet often ignored topics, such as strategies for learning culture and for technology-enhanced language learning (TELL), which greatly advances decades of research on computer-assisted language learning (CALL). We have gathered articles from a talented team of researchers, most of them well-known and the others rising stars. The articles in this special issue directly involve LLS research in several world regions and allude to such research in many more regions.

Research on Second Language Learning Strategies

1992 ◽  
Vol 13 ◽  
pp. 174-187 ◽  
Author(s):  
Rebecca L. Oxford
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Target Language ◽  
Language Learning Strategies ◽  
Communicative Ability ◽  
Self Talk ◽  
L2 Learning ◽  
Group Words

Second language (L2) learning strategies are specific actions, behaviors, steps, or techniques that students employ—often consciously—to improve their own progress in internalizing, storing, retrieving, and using the L2 (Oxford 1990b, after Rigney 1978). Strategies are the tools for active, self-directed involvement that is necessary for developing L2 communicative ability (O'Malley and Chamot 1990, Wenden 1991, Wenden and Rubin 1987). Hundreds of L2 learning strategies exist and many are well recognized and used regularly by students. In a given class of students, for example, Lázló will seek out conversation partners. Iike will group words to be learned and then label each group. Marijke will give herself encouragement through positive self-talk before getting up to give a speech in the target language.

scholarly journals Language Learning Strategies Use and Challenges Faced by Adult Arab Learners of Finnish as a Second Language in Finland

2017 ◽  
Vol 10 (4) ◽  
pp. 111 ◽  
Author(s):  
Ahmed H. Naif ◽  
Noor Saazai Mat Saad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Second Language Learning ◽  
Language Learning Strategies ◽  
Low Literacy ◽  
Essential Requirement ◽  
Medium Level ◽  
Analyse Data

Adult Arab learners of Finnish as second language (FSL) often encounter communication difficulty when dealing with official documents. They also cannot help their children in their school homework. FSL proficiency is an essential requirement to get an employment and to obtain the Finnish citizenship. The aim of this paper is to explore the use of the language learning strategies by a number of adult Arabs learning FSL in Finland. In addition to issues and difficulties related to the learning process encountered by this category of learners. Oxford’s Strategy Inventory for language learning was used for the purpose of data collection and SPSS programme was employed to analyse data collected from the questionnaire, however, interview data were analysed manually. 30 (20 male and 10 female) adult Arab FSL learners taking beginning level course in Finnish at Helsinki School for Adult Learners participated in the current study. The results showed that adult Arab learners of Finnish used the language learning strategies at medium level with the average of (m=3.25). The results also showed a number of challenges that impede their second language learning process like the low literacy level of the learners, lack of communication with the Finnish society, and difficulties in reading and writing in Finnish.

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