scholarly journals Learning Strategies: Prototypical Core and Dimensions of Variation

2012 ◽  
pp. 330-356 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Family Resemblance ◽  
Strategy Execution ◽  
Task Context ◽  
Strategy Research ◽  
Dimensions Of Learning ◽  
Language Learning Strategy ◽  
Dimensions Of Variation

This paper explores the concept of learning strategies through a prototype perspective. It is argued that “learning strategy” is not a clearly definable concept, because strategies differ from each other in terms of “family resemblance” or “graded degrees of membership”. The prototypical core of a strategy is a dynamic process with problem-solving as its central aim. It involves selective attention, analysis of task, choice of decisions, execution of plan, monitoring of progress and/or modification of plan, and evaluation of result. A strategy varies in terms of prototypicality along the following dimensions: 1) intentionality, 2) self-initiation, 3) metacognitive regulation, 4) sequentiality of activities, 5) chunking of activities, and 6) automaticity in strategy execution. In addition, a “learner-task-context-strategy” framework is presented to provide the “learning” dimensions of learning strategies. It is hoped that the perspectives presented in this article will alleviate the discomfort about conceptual fuzziness and open up a new agenda on language learning strategy research.

Language Learning Strategies: Is the Baby Still in the Bathwater?

2019 ◽  
Vol 41 (4) ◽  
pp. 607-611 ◽  
Author(s):  
Carol Griffiths
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Methodology ◽  
Learning Strategy ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Strategy Research ◽  
Current Opinion ◽  
Language Learning Strategy ◽  
The Subject

Abstract When it was suggested that the concept of self-regulation should replace the language learning strategy concept early in the new millennium, there were fears that strategy research had come to an end. Nevertheless, research, debate, and publication on the subject have continued. Although some issues remain (especially regarding definition, underpinning theory, classification, and research methodology), current opinion tends to suggest that language learning strategies remain vibrant and compatible with self-regulation. This article discusses the controversies and concludes by arguing for the need to acknowledge diversity and to engage in productive debate.

scholarly journals A Systematic Review of Studies on Language Learning Strategies from 1977 to 2018

2021 ◽  
Vol 3 (1) ◽  
pp. 151-169
Author(s):  
Ülkü Kölemen
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Web Of Science ◽  
Learning Strategy ◽  
Citation Index ◽  
Quantitative Methodology ◽  
Language Learning Strategies ◽  
Strategy Research ◽  
Language Learning Strategy ◽  
The Web

This study aims to reveal the extent to which language learning strategies (LLS) are studied, including the changing research trends, the most prominen t scholars working on LLS and the countries in which the articles are based on, citation analysis, global academic collaboration and emerging top research topics. The analysis of the related literature was carried out by employing a bibliometric analysis of the research and review papers indexed in the Web of Science databases: Social Science Citation Index (SSCI), Emerging Sources Citation Index (ESCI), Conference Proceedings Citation Index-Social Sciences and Humanities and Arts & Humanities Citation Index (A&HCI) between 1977 and 2018. In this research, no separation was set from the research of language learning strategy (LLS) use as a native or non-native language. The results showed that there has been a booming interest in language learning strategy research over time.  While the first study appeared in 1977, there were 383 LLS publications, most of which were in the field of education (%68.41) in the Web of Science (WoS) till 2018. The publications included articles, proceedings, book reviews, editorial material, review and meeting abstract. It was found that language learning strategy research focused mostly on individual learner variables such as motivation, gender, proficiency in English as a foreign language while most of those studies were carried out through Strategy Inventory of Language Learning (Oxford, 1990) by quantitative methodology. This is the first study reporting the landscape of global research tendencies and trends in LLS. This study contributes to the understanding of the overall LLS academic research and gives an insight into the past, today and future of the language studies.

scholarly journals Language Learning Strategy Research: Where do we go from here?

2012 ◽  
pp. 137-148 ◽  
Author(s):  
Heath Rose
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Strategic Learning ◽  
Strategy Research ◽  
Language Learning Strategy ◽  
Research Frameworks ◽  
Context Specific

Language learning strategy (LLS) research has been on the decline since the mid-1990s, when there was a boom in strategy research. This decline is, in part, due to growing criticisms of categorizations of learning strategies (Dörnyei, 2005), the data collection instruments used (Dörnyei, 2005; Woodrow, 2005), and contradictory and questionable results (Hadwin & Winne, 1996). In more recent years some research has been conducted under the umbrella of terms such as strategic learning and self-regulation, which aim to distance themselves from the past problems of LLS research. This article uses a recent study of strategic learning to illustrate how strategy research can be conducted in the current academic environment. The study shows that research frameworks need to be context-specific rather than generalized across languages and learning tasks. The study also illustrates the usefulness of qualitative data collection instruments over previously and widely applied questionnaires.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

scholarly journals A New Model and Its Practice in Language Learning Strategy Training

2017 ◽  
Vol 8 (2) ◽  
pp. 382 ◽  
Author(s):  
Li Gao ◽  
Yun He ◽  
Jie Zeng
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Training Model ◽  
Strategy Training ◽  
Training Class ◽  
Language Learning Strategy ◽  
Learner Preference ◽  
Conscious Control

Learning will be facilitated if students are explicitly trained to become more aware of and proficient in the use of a broad range of strategies that can be utilized in the language learning process. A new learning strategy training model, TCLTSP Model, is designed, focusing on the understanding of learners themselves, understanding the target, and understanding learning strategies, aiming at taking conscious control of learning process. Two examples – learner preference and vocabulary learning strategy training class are demonstrated to illustrate how to practice this model in authentic classes.

scholarly journals STRATEGI PEMBELAJARAN BAHASA JAWA DI SMP MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Suwarna Suwarna ◽  
Panca Aditya Subekti
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Boarding School ◽  
Foreign Languages ◽  
Strategy Research ◽  
Questionnaire Validity ◽  
Language Learning Strategy ◽  
Using Data ◽  
Selection Factors ◽  
Selection Of

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran bahasa Jawa dan faktor yang melatarbelakangi penggunaan berbagai macam strategi tersebut sehingga menjadikan pembelajaran bahasa Jawa di SMP Muhammdiyah Boarding School(MBS)Yogayakarta berbeda dari sekolah umum lainnya. Penelitian ini adalah penelitian kualitatif. Sumber data penelitian adalah siswa dan guru bahasa Jawa dengan objek penelitian strategi pembelajaran bahasa Jawa di sekolah tersebut. Teknik pengumpulan data dengan observasi, wawancara, dokumentasi dan angket. Keabsahan data dengan cara uji kredibilitas, transferabilitas, dan reabilitas. Teknik analisis data menggunakan reduksi data, penyajian data dan pengambilan kesimpulan. Strategi yang digunakan dalam kegiatan pembelajaran berdasarkanposisi bahasa Jawa sebagai bahasa kedua dan bahasa asing di MBS, ada   strategi memori, kognitif, kompensasi, meta-kognitif,  afektif, dan sosial. Faktor pemilihan strategi tersebut antara lain: tujuan pembelajaran, siswa, kurikulum, sarana prasarana, materi dan waktu, akses informasi dan komunikasiKata kunci: Strategi Pembelajaran, Bahasa ke Dua dan Asing, Basa Jawa, Boarding School ABSTRACTThis study aims to determine the strategy used in the Javanese language learning in SMP Muhammadiyah Yogyakarta Boarding School (MBS) and factors behind the selection of strategies. This study is a qualitative research. Data sources were students and teachers with the Javanese language object Javanese language learning strategy research at the school. The technique of collecting data was through observation, interviews, documentation and questionnaire. Validity of test data was by credibility, transferability and reliability. Data were analyzed using data reduction, data presentation and conclusions. The strategy used in the learning activities based on the position of the Javanese language as a second language and foreign languages in MBS, there are memory strategies, cognitive, compensation, meta-cognitive, affective, and social.The strategy selection factors islearning objectives, students, curriculum, facilities, materials and time, access to information and communication.Keyword: Learning Strategy, Second and Foreign Languages, Javanese language, Boarding School

scholarly journals Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

2019 ◽  
Vol 9 (4) ◽  
pp. 745-753
Author(s):  
Olga Trendak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Skills ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Valuable Contribution ◽  
Language Learning Strategy ◽  
Language Classroom ◽  
New Directions

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom.

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