LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 18:9 September 2018
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.
         Dr. S. Chelliah, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Analysis of Language Learning Strategies Used by
English for Specific Purposes Students

Dr. Sunanda M. Shinde & Dr. Mahesh B. Shinde

Abstract

The present study aims to find the type and degree of language learning strategies used by engineering undergraduates in Indian context. Apart from this, it also aims to analyze students’ perceptions on the use of strategies in their language learning. Language Learning Strategies (LLS) are specific actions or techniques that learners use to assist their progress in developing second or foreign language skills (Oxford, 1990). To identify such learning strategies that engineering students use, the Strategy Inventory for Language Learning (SILL) was administered to 60 engineering students from four different engineering colleges. Moreover, for qualitative data collection three oral communicative situations (public speech, presentation, and interview) and three written communicative situations (letter writing, e-mail writing, and report writing) were given to them. They were asked to solve each of the given tasks. Students’ performances were recorded, and retrospective interviews were also taken. The results of the study showed that selected students preferably used metacognitive, cognitive, compensatory and social strategies and they did not make sufficient use of memory and affective strategies.

Keywords: Language Learning Strategies, Engineering Students, Strategy Inventory for Language Learning (SILL)

Introduction

Autonomy is at the heart of first-language learning in that acquiring a language is the process by which every one of us establishes existence as an independent personality (Grenfell and Harris, 1999). According to Lai (2005), learner autonomy is defined as learners accepting and learning about their own learning habits and sharing in the decisions and initiatives to give shape and direction to the learning process. Autonomy doesn’t mean do-it-yourself language teaching or encourage a get-rid-of-the teacher response but is a necessary condition of developing linguistic competence.

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

Dr. Sunanda M. Shinde
School of Liberal Arts
Sanjay Ghodawat University
Kolhapur -416118
Maharashtra
India
sunandagpatil@gmail.com

Dr. Mahesh B. Shinde
KIT’s College of Engineering (Autonomous)
Kolhapur-416113
Maharashtra, India

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