LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:7 July 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Language Learning Strategy Use by
Multilingual Adult Foreign Language Learners

Ms. Dishari Chattaraj, Ph.D. Research Scholar

Abstract

The present study, after discussing the Language Learning Strategy (LLS) use made by the Foreign Language (FL) learners in the domain of Reading, Writing, Listening and Speaking, analyzes the strategies from cognitive and metacogntive perspectives. The scope of the paper is not essentially quantitative, i.e., it is not restricted to the frequency of LLS use but it dwells on the qualitative domain by making an elaborate discussion on the impact of proficiency and learner variables like gender, level of study, motivation, level of confidence, medium of instruction in school and age of the learners on their respective LLS use. The paper ends by providing the pedagogical implications of the findings.

Keywords: Language Learning Strategy, Language Learning, Language Teaching, Learner Variables, Multilingual Adult Foreign Language Learners

1.1 Introduction

In the last 40years there has been a major shift from teaching to learning in the domain of Language education. The focus has shifted from the teacher to the learner as a result of which the concepts of self-directed learning, open learning, learner autonomy etc. have become integral parts of language pedagogy. It has been found in literature that Language Learning Strategies make learning more self-directed, effective and enjoyable (Oxford, 1990), paving the way for a confident and autonomous language learner. A language learner who is empowered with Language Learning Strategies will, in the long run, be capable of managing her/his own learning.

However there has been comparatively very less number of research in the domain of Language Learning Strategies (LLS). Among the handful of studies that have been conducted, most of them deals with Second Language learners (O’Malley et al., 1985; De Silva, 2015 etc.) and the LLS have generally been studied only from cognitive and metacognitive perspectives (Rubin, 1981; Oxford, 1990 etc.). The purpose of the present study is to find out the strategies that directly contribute to the development of LSRW skills in adult Foreign Language Learners. Given the methodology this study will be adopting, it can, by and large, be called a quantitative, cross-sectional and subjective study based on empirical data.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dishari Chattaraj, Ph.D. Research Scholar
Centre for Linguistics
Jawaharlal Nehru University
New Mehrauli Road, Munirka
New Delhi110067
India
disharij@gmail.com

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