LANGUAGE IN INDIA

English as a Second Language Learning Strategies and Teacability

Muhammad Saeed Akhtar, Ph.D.
Muhammad Shaban Rafi, M.Phil.

Abstract

This study explores English as Second Language Teaching and Learning strategies at the secondary level of education. The study hypothesizes that there is no correlation between English as Second Language teaching and learning strategies.

A sample of 100 ESL learners of grade IX and X was drawn to administer Strategy Inventory Language Learning. A sample of 40 teachers, teaching English as Second Language was also chosen to seek their responses on SILL. Mean Average was calculated to draw comparison between teachability and learnablity.

The study reveals that the balance is off-centered between language teaching and learning strategies. The study suggests that the teachers should develop language strategies cohesion and positive supportive learning environment to improve the learners' fluency and competence.

Keywords: ESL, Learnability and Teachability

Introduction

Many different methods and approaches for teaching English as Second Language (ESL) came in and became out of fashion. For example, Grammar and Translation Method (GTM), Audio Lingual Method (ALM), Communicative Approach (CA), etc., have used to teaching ESL over the years.

However, researchers such as (Richards, 1990; Kumaravadivelu, 1994, Larsen-Freeman, 2001, Brown, 2002 and Bell, 2003) proclaimed the death of methods. According to Krashen and Terrell, the major problem with these methods was that they were built not around actual theory of language acquisition, but theories of something else; for example, the structure of language (Richards and Rodgers, 2000). Thus, the concept of post-methodology became an important theme.

Eclectic approach to language teaching (a method that has been practiced for centuries) became an outcome of the post-methodology period. Ignoring the learning strategies, teachers began to blend the methods and approaches to improve their ESL teaching. However, the entire language teaching process remained teacher-centered.

A paradigm shift from teacher-centered to teaching-centered made the proponents of eclectic approach to review language teaching methods and approaches. As a result of this, learning strategies gained importance in the language teaching process. As noted by Griffths (2007), Language Learning Strategies (LLS), although still fuzzily defined and controversially classified, are increasingly attracting the interest of contemporary language educators because of their potential to enhance learning. Rubin (1975) provides a broad definition of learning strategies as the techniques or devices which a learner may use to acquire language competence.

This study presumes that there is a gap between language teaching and learning strategies, which inhibits ESL learning process. In order to explore learning styles, the study draws on Oxford's taxonomy of learning strategies: memory strategies (how students remember language), cognitive strategies (how students think about their learning), compensation strategies (which enable students to make up for their limited knowledge), metacognitive strategies (relating to how students manage their own learning), affective strategies (relating to studetns' feelings) and social strategies (learning by interaction with others).

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