scholarly journals An Analysis of Relevant Studies on Language Learning Strategies in Teaching Turkish as a Foreign Language

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 68-76
Author(s):  
Faruk Polatcan ◽  
Onur ER ◽  
Ismail Coban
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Students ◽  
Language Use ◽  
Learning Processes ◽  
Measurement Tool ◽  
Language Learning Strategies ◽  
Content Analyses

It is clear that language learning strategies play very important roles in the understanding of language learning processes, as well as in the skills students develop in learning a foreign or second language. In this study, studies on language learning strategies in teaching Turkish to foreigners were examined. In this context, content analyses of 24 studies published by 2021 were carried out. While scanning design was used in most of the reviewed studies, the Oxford Language Learning Strategies Scale (1990) was used as a measurement tool. As a result of the studies, it was found that women from foreign students who learn Turkish as a foreign language use language learning strategies more effectively than men, and the use of language learning strategies remains as age increases. As a result of the research, the lecturers were advised to guide students’ language learning strategies and to use their language learning strategies in lessons. Regarding the use of language learning strategies, it has been recommended to researchers at different language levels and to conduct research with larger populations.

scholarly journals LANGUAGE LEARNING STRATEGIES OF UNDERGRADUATE EFL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 25-30
Author(s):  
Mega Lestari ◽  
Achmad Yudi Wahyudin
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Literature ◽  
Language Learning Strategies ◽  
Literature Study ◽  
Study Programs ◽  
Efl Students

This study attempts to explore the language learning strategies used by the students’ who take English Literature study programs in English as a foreign language (EFL) setting. This study involves 76 participants asked to fulfill a questionnaire called Strategy Inventory for Language Learning (SILL) developed by Oxford (1990). The result of this research showed that metacognitive has been the most frequently used strategy followed by social and compensation strategies while affective strategies become the least strategy used by the students. This research could be meaningful insight for other researches or the students to analyze the language learning strategies used by the students and be meaningful to know the language learning strategies that appropriate especially in the field of the second language.

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.

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals Learning English in the elderly: an analysis of motivational factors and language learning strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 234 ◽  
Author(s):  
Vítor Romário Monticelli Garcia
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
The Elderly ◽  
Motivational Factors ◽  
Placement Test ◽  
Language Learning Strategies ◽  
Language Strategies ◽  
Learning English

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

scholarly journals Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mutiatun Nasihah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Language Learning Strategies ◽  
Efl Teachers ◽  
Big City ◽  
Efl Students ◽  
Writing Tests

This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved one-hundred English as a foreign language (EFL) students of a senior high school which is located in a big city in Indonesia. The students were selected randomly to be the participants of this study. The data were collected by using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation questionnaire, and writing tests. The results of research revealed that the null hypotheses for the three correlational analyses were rejected. In other words, there is a significant correlation between LLSs and writing achievement; there is a significant correlation between motivation and writing achievement; and there is a significant correlation between LLSs combined with motivation and writing achievement. Theoretically, this study supports the important roles of LLSs and motivation, either separately or combined, in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers are recommended to introduce the potential of LLSs to EFL students, arouse the students’ motivation to write, or to apply both of them simultaneously to boost EFL students’ writing achievement.

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