Teenagers learning Chinese as a foreign language in a European Confucius Institute: the relationship between language learner strategies and successful learning factors

2015 ◽  
Vol 24 (3) ◽  
pp. 255-272 ◽  
Author(s):  
MTeresa Cáceres-Lorenzo
Keyword(s):  
Foreign Language ◽  
Language Learner ◽  
Confucius Institute ◽  
Learner Strategies ◽  
Learning Factors ◽  
Language Learner Strategies ◽  
The Relationship

scholarly journals Exploring the relationship between linguistic knowledge and strategy use in listening comprehension

2019 ◽  
pp. 136216881986887
Author(s):  
Daniel Fung ◽  
Ernesto Macaro
Keyword(s):  
Secondary School ◽  
Language Use ◽  
Research Field ◽  
Strategy Use ◽  
Language Learner ◽  
Linguistic Knowledge ◽  
School Students ◽  
Translation Strategies ◽  
Language Learner Strategies ◽  
The Relationship

The language learner strategies research field has often tried to identify the good language learner (GLL) by distinguishing more proficient from less proficient learners. However the notion of ‘good’ may be problematic without taking into account an individual’s linguistic knowledge (LK). This article foregrounds LK in relation to strategy use in the context of ‘listening to the teacher’: a language use task relatively under-researched. Secondary school students in Hong Kong ( n = 646) completed a questionnaire and tests of LK including vocabulary and grammar. Lower LK learners reported using more translation strategies, whereas those with higher LK reported using a range of additional strategies. A further cluster analysis, however, indicated that a sub-group of lower LK learners were comparably strategic with the higher LK group perhaps compensating for low LK via strategy deployment. This article provides evidence that strategy deployment when listening to the teacher is not wholly constrained by levels of LK. Pedagogical implications are suggested.

Language Learner Strategies with Technology

2000 ◽  
Vol 22 (3) ◽  
pp. 285-322 ◽  
Author(s):  
Helen Ulitsky
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Strategy Use ◽  
Language Learner ◽  
Foreign Languages ◽  
Multimedia Environment ◽  
Learner Strategies ◽  
Language Learner Strategies ◽  
Experienced Adult

This study examines use of learning strategies by experienced adult learners of foreign languages. The goal was to determine how these exemplary language learners engage a multimedia environment, what strategies they employ, and how insights on strategy use can be useful for learners and teachers.

scholarly journals ‘I said it!’ ‘I’m first!’: Gender and language-learner identities

2011 ◽  
pp. 112
Author(s):  
Harold Andrés Peña
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Learner ◽  
Feminist Poststructuralist ◽  
Relationship Of ◽  
The Relationship ◽  
Learner Identities

While there has been an upsurge of research studying the relationship of gender and second language learning in cross-cultural contexts, far less has been investigated about preschool children’s gender and learner identities in contexts where English is a foreign language. In this paper I describe how gendered discourses are at stake in the classroom and how these discourses are related to the learner identities of a group of Colombian preschoolers. I use a Feminist Poststructuralist Discourse Analysis (FPDA) approach to pin down moments in which the assertion of power is manifested in second language practices like ‘classroom races’ during literacy activities. This assertion of power positions participants differently. Findings suggest the need to understand how children negotiate subject positions discursively in language learning activities. I am suggesting the need to erode discourses of approval that marginalize girls and favour boys.

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