scholarly journals Use of Communicative Strategies in L2 Learning

2020 ◽  
Vol 20 (3) ◽  
pp. 77-107
Author(s):  
José María Valverde Zambrana
Keyword(s):  
Foreign Language ◽  
South Korea ◽  
Comparative Study ◽  
Learning Strategies ◽  
Female Students ◽  
Communicative Strategies ◽  
L2 Learning ◽  
The Republic ◽  
Erasmus Programme ◽  
Special Relevance

Our objective is to describe the importance of the learning strategies, especially those of communicative type, in the learning of the second language. We made a comparative study of the use of L2 learning strategies by Spanish students at university and by students from international mobilities coming from the Erasmus+ programme and from The Republic of South Korea. In our study we also found that gender was a significant factor among all students regardless their nationalities.  We found that the female students made a greater use and with more frequency of all type of learning strategies, especially those of communicative type, with special relevance in the socio-affective strategies. In our conclusion, we indicate that education or qualification in the strategies of learning for the acquisition of a language can help the student of a foreign language to learn better if his/her awareness of the learning strategies is increased, and if the number of strategies that the students use is enlarged.    

scholarly journals INFLUENCE OF SEX ON STUDENTS’ LANGUAGE LEARNING STRATEGIES: A CRITICAL REVIEW

2021 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Niwayan Sukraini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
Young Students

Due to the importance of providing learning environment that suits the students’ preference in learning a language, many studies have been conducted on the learning strategies employed by the students. Doro and Habok (2013) investigated the learning strategies of Hungarian young students learning English as a foreign language. The instrument they used was the Strategy Inventory for Language Learning (SILL) for adult. It was statistically found that the instrument was reliable and worked well with the young learners. Another result of the study was that meta-cognitive strategies were the most frequently used while compensation strategies were the least frequently employed by the students. The study also discovered that female students showed higher frequency of learning strategy use. I conducted a similar study on Indonesian young students and tried to compare the result. There will be, however, difference in the instrument to collect the data. After consulting an English teacher who teaches young students, I decided to use the modified SILL for Taiwanese children by Lan (2005). This is due to the consideration that Indonesian students might not be able to fill in the complex questionnaire as in the adult version of SILL.The findings show that Meta-cognitive strategies as the most preferred group of the six strategy categories have exactly the same means of both Doro and Habok’s and my studies i.e. 3.2 and female students appeared to use language learning strategies more frequently that male students.

scholarly journals Using strategies for increasing the effectiveness in foreign-language teaching

2018 ◽  
Vol 15 ◽  
pp. 89-103
Author(s):  
Zltaka Dimitrova Zhelyazkova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Communicative Competence ◽  
Basic Training ◽  
Modern Language ◽  
Communicative Strategies ◽  
Correct Pronunciation ◽  
Information Skills

The main objective of modern language learning is to improve the communicative competence of the learners. The striving for enhancing the effectiveness of language learning aims to ensure that each student, besides basic training (acqiusition of the taught vocabulary, correct pronunciation, spelling, etc.), also has access to information, skills to select, systemize, use and understand its application. The use of communicative strategies in studying the new language puts learners in an active position, encourages them to engage in productive learning, to form cognitive, communicative and social skills, and above all to be active participants in the process od learning which is characterized mainly by interaction, collaboration and use of a variety of techniques to facilitate the perception and acquisition of the studied content. The modern teacher faces the necessity to constantly seek new modern and innovative training and teaching methods which are interesting and meet the linguistic needs of the learners, to provide them with the conditions and equip them with the means for independence and advancement, achieved on the basis of already acquired knowledge and learning strategies.

On Learning Strategies for Engineering Design Specialty Students: A Comparative Study

2014 ◽  
Vol 584-586 ◽  
pp. 2735-2739
Author(s):  
Yong Hong Sun ◽  
Ling Zheng ◽  
Xiao Wei Jiang ◽  
Tian Shuo Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies

The main purpose of the research is to find out the similarities or differences in employing foreign language learning strategies between female students and male students of Engineering Design Specialty. The investigation instruments included a questionnaire and Statistical Product and Service Solutions. There are altogether 41 valid questionnaires. The results show that both female students and male students of Engineering Design Specialty sometimes use the foreign language learning strategies at medium level. Male students use memory strategies, metacognitive strategies and affective strategies more frequently than female students, while female students use compensation strategies more frequently than male students. There is no statistically significant difference between female students and male students in using both direct learning strategies and indirect learning strategies, including memory strategies, compensation strategies, metacognitive strategies, affective strategies.

ASSESSING MOTIVATION AND LEARNING STRATEGIES USING THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE IN A FOREIGN LANGUAGE LEARNING CONTEXT

2008 ◽  
Vol 36 (4) ◽  
pp. 529-534 ◽  
Author(s):  
Shu-Chen Huang
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Learning Strategies ◽  
School Environment ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Learner Motivation ◽  
L2 Learning ◽  
Motivation And Learning

This study pinpointed the lack of, and necessity for, using standardized questionnaires for the study of learner motivation in the foreign language (L2) learning context. To compare the similarities and differences in general education and L2 learning, the researcher chose the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991) and investigated the scale's reliability and its correlation with L2 achievement. Results suggested that, in spite of some inherent uniqueness, L2 learning is similar to other subjects in the school environment and the MSLQ has the potential to be applied to L2-related studies.

scholarly journals Language Learning Strategies Based On Gender

2018 ◽  
Vol 8 (11) ◽  
pp. 1524
Author(s):  
Farida Ariyani ◽  
Nurlaksana Eko Rusminto ◽  
Ag. Bambang Setiyadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Female Students ◽  
National Language ◽  
Male Students ◽  
Language Learning Strategies ◽  
Local Language ◽  
The People

Gender as an individual characteristic has been proved to affect the use of strategies in learning a foreign language but how gender affects the use of strategies in learning a local language where the people in the community speak a national language is not explored yet.   Some studies show that female students employed language learning strategies more often than male students (Oxford & Nyikos, 1989; Awang Hashim & Syed Sahil, 1994;  Green and Oxford, 1995; Dreyer & Oxford, 1999). The present study was aimed to identify how gender affects the use of strategies in learning a local language in the environment where people in the country have a national language. A Non–probability sampling was used to collect data. With the Cronbach Alphas ranging from .79 to 82, mean scores of the use of language learning strategies the male and female students reported using were compared. In the present study it was found that metacognitive strategies were the strategies mostly used by female students and cognitive strategeis were the strategies mostly used by male students. This means that male students are likely to be more dependent on memorization than female students. Cognitive strategies which are characterized at least with memorization or rote learning in the present study tend to be used by male students.

South Korea’s and Taiwan’s Territorial Disputes with Japan, 1990s to 2018

Asian Survey ◽  
2020 ◽  
Vol 60 (3) ◽  
pp. 583-606
Author(s):  
Christina Lai
Keyword(s):  
South Korea ◽  
Comparative Study ◽  
State Building ◽  
Territorial Disputes ◽  
Maritime Disputes ◽  
Constructivist Perspective ◽  
Senkaku Islands ◽  
Taiwanese Government

South Korea and Taiwan are former Japanese colonies that have undergone similar processes of state-building since WWII. But they have chosen different rhetorical frameworks in their maritime disputes with Japan. In South Korea, negotiating with Japan can be viewed as threatening the country’s independence and pride, whereas in the Taiwanese government, cooperation with Japan is considered mutually beneficial. Why have these two countries taken such divergent stances toward Japan? This article examines the territorial disputes between South Korea and Japan over Dokdo, and between Taiwan and Japan over the Senkaku Islands. It sets forth a rhetorical framework of comparison, and it proposes a constructivist perspective in understanding South Korea’s and Taiwan’s legitimation strategies toward Japan from the late 1990s to 2018. This comparative study suggests that the differences between their legitimation strategies can be traced to their different colonial experiences with Japan.

Sign in / Sign up

Export Citation Format

Share Document