Grammar learning strategies as a key to mastering second language grammar: A research agenda

2019 ◽  
Vol 53 (3) ◽  
pp. 358-370
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Agenda ◽  
Language Learning Strategies ◽  
Real Time Processing ◽  
Time Processing ◽  
Grammar Learning ◽  
Grammar Rules ◽  
Based Instruction ◽  
Made In

AbstractAlthough major advances have been made in research on language learning strategies (LLS), there are some areas that have been somewhat surprisingly neglected by specialists. This applies without doubt to the strategies that learners draw on to better understand and learn grammar rules but also to employ grammar structures in real-time processing, as required in spontaneous communication. In this paper, I outline a research agenda for grammar learning strategies (GLS), identifying three distinct lines of inquiry: (1) identification and measurement of GLS, (2) examination of factors moderating GLS use, and (3) strategies-based instruction as applied to GLS. Although these three areas are to some extent reflective of the main foci of empirical investigations in research on LLS, in each case, I try to demonstrate how cutting-edge theoretical and empirical developments can be applied to the study of GLS. For each of the three areas, I propose research tasks the execution of which has the potential of moving research on GLS forward.

Investigating language learning strategies: Prospects, pitfalls and challenges

2019 ◽  
pp. 136216881987615
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learner ◽  
Future Research ◽  
Language Learning Strategies ◽  
Methodological Choices ◽  
Research Findings ◽  
Based Instruction ◽  
Definition Of

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

scholarly journals Metodologia badań nad strategiami uczenia się

Neofilolog ◽  
2009 ◽  
pp. 65-83 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Validity And Reliability ◽  
Language Learning Strategies ◽  
Future Studies ◽  
Research Findings ◽  
Methodological Problems ◽  
Based Instruction ◽  
The Relationship ◽  
Further Development

The last thirty years have witnessed considerable advances in empirical investigations into language learning strategies, with researchers identifying and classifying strategic devices, providing insights into factors influencing their use, investigating the relationship between the application of strategies and proficiency, and appraising the contributions of strategies- based instruction. Such developments have been accompanied by attempts to refine the existing research tools and design more effective ways of accessing learner’s mental processes. These efforts have not been entirely successful, which is unfortunate since methodological problems limit the validity and reliability of research findings and preclude comparisons between studies, thus stymieing further development of the field. The article evaluates the most frequently used tools and procedures in research on language learning strategies and offers guidelines on how future studies of this kind should most beneficially be conducted.

A Study of the Relationship Between the Use of Grammar Learning Strategies and Student Achievement

2021 ◽  
Vol 12 (3) ◽  
pp. 34-46
Author(s):  
Helen W. M. Yeh
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Learning ◽  
Language Learning Strategies ◽  
Learning Attitudes ◽  
Grammar Learning ◽  
The Relationship

The paper is concerned with a study of the relationship between the use of language learning strategies and student achievement. Chastain states that all learners have their learning strategies but only some are successful. It aims to investigate the types of grammar learning strategies that Asian learners use and the differences of using grammar learning strategies between the able learners and the less able learners. The strategy inventory for language learning (SILL) developed by Oxford was used to inquire learners' use of language learning strategies. The findings showed that the able learners and the less able learners showed differences in using grammar learning strategies, and the reasons behind are related to their learning attitudes. In addition, the less able learners found few provided strategies useful whereas the able learners believed that a number of strategies are useful in English learning.

scholarly journals Students’ Self and Group-Driven Motivation on Target-Oriented Activity in Grammar Learning

2018 ◽  
Vol 8 (5) ◽  
pp. 192
Author(s):  
Hairus Salikin ◽  
Saidna Bin-Tahir ◽  
Hari Supriono ◽  
Anisya Rahmawati
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Motivation Theory ◽  
Language Learning Strategies ◽  
Grammar Learning ◽  
Oriented Activity ◽  
Three Phases

The article investigated students’ self and group-driven motivation in learning Grammar & Structure 03 on target oriented activity. It aimed at exploring what factors influence the participants and their higher motivation between self and group-driven motivation are, and how their motivation progress is toward the target-oriented activity. This article applied three phases of motivation theory (Dornyei and Otto, 1998) and language learning strategies (Dornyei, 2005). The results show that self-motivation is more dominant than group-driven motivation. Several factors influenced the motivational components which inhibit and enhance motivation on task. Considering the learning strategies, the participants tend to be more effective by subjective values and norms, however, emphasizing the task, they can manage both motivation types to be interdependence. Moreover, the participants’ motivation stages show that group-driven motivation progress is capable of enhancing motivation. Whereas, the downward scale of self-motivation as the result of the motivational disposition failed in generating enactment.

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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