LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 10 October 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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How Do English Language Learners Apply Language Learning Strategies in Different Proficiency Levels?
A Case of Turkish EFL Students

Seyed Ali Rezvani Kalajahi
Vahid Nimehchisalem
Bahar Pourshahian

Abstract

This research study investigates the learning strategy use by adopting survey method. One hundred and ten male (72.7%) and female (27.3%) EFL Turkish students participated in this study. They were selected randomly from five levels of proficiency, namely, beginner, elementary, pre-intermediate, intermediate and upper-intermediate. The number of participants from each level was 22 students. A self-reported inventory, Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by Oxford (1990), was used to determine the participants’ perceived strategy use.

The results revealed that majority of the Turkish learners are medium users of language learning strategies (LLSs). Further, detailed analysis showed that almost one third of the learners used LLS frequently. Moreover, the findings indicated a relatively frequent use of metacognitive strategies but a relatively infrequent use of affective strategies by the learners. Finally, it was found that there was a significant difference in LLS use of Turkish learners of English in reference to their gender.

Keywords: Language leaning strategies, Turkish leaners, Proficiency levels, EFL.

1. Introduction

Over the past two decades, research in second language (L2) education has largely focused on learner-cantered approaches to second language teaching in an effort to lead learners towards autonomous and independent language learning (Reiss, 1985; Wenden, 1991; Tamada, 1996). At the same time, a shift of attention has happened in second language acquisition research from the products of language learning to the processes through which learning takes place (Oxford, 1990). As a result of this change in emphasis, language learning strategies (LLSs) have emerged not only as integral components of various theoretical models of language proficiency (Bialystok, 1978; Canale and Swain, 1980; Ellis, 1985; Bachman and Palmer, 1996) but also as means of achieving learners’ autonomy in the process of language learning (Oxford, 1990; Benson and Voller, 1997). Nevertheless, research in this area has shown that not all learners use LLSs in the same fashion. A number of variables, such as proficiency level, motivation and gender, have been shown to affect the type and frequency of the LLSs used by second/foreign language learners (O’Malley, Chamot, Stewner-Manzanares, Russo and Kupper, 1985; Oxford and Nyikos, 1989; Ehrman and Oxford, 1990; among others).

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

Seyed Ali Rezvani Kalajahi (Corresponding author)
Department of Language and Humanities Education
Faculty of Educational Studies Universiti Putra Malaysia
ali.rezvani85@gmail.com

Vahid Nimehchisalem
Department of Language and Humanities Education
Faculty of Educational Studies Universiti Putra Malaysia
nimechie22@yahoo.com

Bahar Pourshahian
University of Jahrom, Jahrom, Iran
bpourshahian@yahoo.com
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