LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 6 June 2012
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.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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What Should English Language Teachers Know About Language Learning Strategies?

Nguyen Trong Nhan, M.A.
Ho Thi Lai, M.TESOL

Abstract

This study aims at providing English language teachers with an essential knowledge of language learning strategies (LLS) and some related issues. The article focuses on clarifying four fundamental considerations as follows: (1) stereotypes or preconceptions about Asian learners’ LLS, (2) teachers’ perceptions of their students’ use of LLS, (3) the correlation between language proficiency and the strategy use, and (4) the relationship between gender and the use of LLS. At the end of the article, the authors come up with some pedagogical implications for the improvement of the EFL teaching quality through the training and learning of LLS.

Keywords: language learning strategies (LLS)

Introduction

Language learning strategies are used consciously and/or subconsciously when the learners process the target language “input” and produce their “output”. Sadtono (1996) indicates that differences in achievement in second language learning are often related to differences in strategy use. Many projects have tried to identify whether it is possible to facilitate English language learning with certain LLS, or whether English language learners can modify their own strategies and learn new ones that are more productive (Hedge, 2000). According to Carter and Nunan (2001), Ehrman and Oxford (1989), Hong-Nam and Leavell (2006) and LoCastro (1994), there are many factors affecting the learner’s strategy use such as age, gender, motivation, learning environment, learning style, personality, cultural background, and career orientation. For the purposes of generalizing a more thorough picture of LLS, this article revisits and investigates stereotypes about Asian learners’ LLS, teachers’ perceptions of their students’ strategy use, the relationship between the use of LLS and the target language proficiency, and the influences of sex differences on the strategy use.

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

Nguyen Trong Nhan, M.A.
English Department
Ho Chi Minh City University of Transport
No. 2, D3 Street, Van Thanh Bac Site, Ward 25, Binh Thanh District
Ho Chi Minh City
Vietnam
nguyentrongnhan120784@gmail.com

Ho Thi Lai, M.TESOL
English Department
Ho Chi Minh City University of Natural Resources and Environment
236B, Le Van Sy Street, Ward 1, Tan Binh District
Ho Chi Minh City
Vietnam
lai6af.ho@gmail.com
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