INVESTIGATING LANGUAGE LEARNING STRATEGIES: A CASE STUDY OF UNIVERSITY TEACHING STAFF
Transilvania University of Brașov, Romania
This research attempts to understand aspects of one area of language learning, learning strategies, in order to possibly identify teaching implications. To that end, the paper outlines an exploratory study examining the language learning strategies of university teaching staff. It was designed to a) identify and classify the language learning strategies employed by the respondents, and b) explicate the relationship between individual differences and language learning strategy use. This study is based on the assumption that the learning of a foreign language involves some conscious manipulation of input. In this sense, language learning is comparable to the learning of other cognitive skills.
Although a great deal of work has been done to investigate language learning strategies, few studies have examined those used by language learners with a professional interest in language learning, particularly those who are studying to teach in English or participate in international conferences. Data from 28 university teaching staff members were analysed. The findings suggest that learners with a professional interest in the study of English seem to use almost all the strategies derived from the analytical framework. The participants could therefore be defined as independent learners because they appear to take full responsibility for their learning.
Keywords: Language learning strategies; Conscious manipulation of input; Metacognitive knowledge; Individual differences.
Cohen, A.D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? IRAL, 41(4), 279-291. doi: https://doi.org/10.1515/iral.2003.013
Edwards, J.A. (1995). Principles and alternative systems in the transcription, coding and mark up of spoken discourse. In G. Leech, G. Myers, & J. Thomas (Eds.), Spoken English on computer. Transcription, mark-up and application (pp. 19-35). London: Longman.
Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27(1), 91-113. doi: https://doi.org/10.2307/3586953
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Gomm, R., Hammersley, M., & Foster, P. (Eds.). (2000). Case study method: Key issues, key texts. London: Sage Publications.
Hattie, J., Briggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136. doi: https://doi.org/10.3102/00346543066002099
Johnson, K., & Johnson, H. (1998). Encyclopaedic dictionary of applied linguistics. Oxford: Blackwell.
O’Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. doi: https://doi.org/10.1017/CBO9781139524490
Oxford-Carpenter, R.L., & ERIC Clearing house on Languages and Linguistics. (1985). A new taxonomy of second language learning strategies. Washington, DC: Center for applied linguistics.
Oxford, R.L. (1989b). Strategy inventory for language learning. Alexandria, VA: Oxford Associates.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. USA: Heinle.
Oxford, R.L., & Ehrman, M.E. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386. doi: https://doi.org/10.1016/0346-251X(95)00023-D
Oxford, R.L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73(3), 291-300. doi: https://doi.org/10.1111/j.1540-4781.1989.tb06367.x
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221. doi: https://doi.org/10.3102/00346543066002181
Rubin, J. (1975). What the ‘Good Language Learner’ can teach us. TESOL Quarterly, 9(1), 41-51.
Van Lier, L. (1988). The classroom and the language learner. London: Longman.
Wenden, A. (1991). Learner strategies for learner autonomy. New York: Prentice Hall.
Zimmerman, B. J. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-regulation (pp. 13-39). San Diego: Academic Press. doi: http://dx.doi.org/10.1016/B978-012109890-2/50031-7
How to cite this article: Cusen, G. (2019). Investigating language learning strategies: A case study of university teaching staff. Journal of Linguistic and Intercultural Education – JoLIE, 12(1), 35-54. DOI: https://doi.org/10.29302/jolie.2019.12.1.3
For details on subscription, go to: http://jolie.uab.ro/index.php?pagina=-&id=19&l=en