Carol Griffiths

PATTERNS OF LANGUAGE LEARNING STRATEGY USE

Abstract This study, conducted in a private language school in Auckland, New Zealand, investigated the relationship between course level and reported frequency of language learning strategy use by speakers of other languages. Employing the Strategy Inventory for Language Learning (SILL), the investigator found a significant relationship between strategy use and course level with additional significant differences in strategy use and course level according to nationality. Strategies used highly frequently by higher level students in addition to the strategies reportedly used highly frequently across all students were deemed “plus” strategies. These strategies were then grouped into several strategy types, which were: strategies relating to interaction with others, to vocabulary, to reading, to the tolerance of ambiguity, to language systems, to the management of feelings, to the management of learning, and to the utilisation of available resources. Issues of strategy teachability are addressed with implications for the teaching/learning context.

New Directions in Language Learning Strategy Research: Engaging with the Complexity of Strategy Use

Over the years, the language learning strategy concept has been controversial on a number of levels. These include definition, classification, theoretical underpinnings, the relationship between strategies and successful learning, strategy orchestration, learning context, learning goal or target, the relationship between/among strategies and learner variables, strategy instruction and research methodology. This article will review these controversies before focusing on the challenges which remain for the complex language learning strategy phenomenon. It will conclude by suggesting new directions for the future of the field of strategy research.

Styles and Style-Stretching: How are They Related to Successful Learning?

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended by many authors, few studies have attempted to relate the style-stretching concept to successful learning. This study therefore attempted to address these questions. According to results, conducted among 106 Turkish university students, using an original instrument constructed using elements from established questionnaires, a small group of styles was significantly correlated with exam results, accounting for about a quarter of the variance (considered a large effect size in social science). In addition, higher-scoring students reported a more eclectic range of styles, suggesting more willingness to style-stretch, while lower-scoring students reported a more limited range. Pedagogical implications as well as areas for ongoing research are suggested.

Listening Comprehension Strategies of EMI Students in Turkey

This chapter discusses the issue of English as a medium of instruction (EMI) at higher education, reporting specifically the results of a listening comprehension strategy survey and qualitative comments to open-ended questions. The study was conducted at three universities (two states, one private), conveniently sampling 76 students (30 male, 46 female) from four non-English-related departments such as Business Management (n = 38), Electronics and Communication Engineering (n = 15), Agricultural Biotechnology (n = 12), and International Trade (n = 11). The results of the questionnaire showed that of 32 items, students stated 24 items (median rating = 4) generally reflect what they do during the lecture to comprehend it, while another eight items received an overall median rating of 3 (neutral). As to differences, the study found statistically significant differences between male and female students for some strategies, between full EMI and partial EMI groups, among grades, and major/department, as well as finding a statistically significant relationship of students’ general GPA scores to some questionnaire items. The qualitative results also revealed that the students used many strategies while listening to their lecture: notably they focused on the lecturer, took regular notes in a good shape, and came to class prepared. At the end of the chapter, some important implications are given to both students and lecturers in an EMI context, and suggestions are made for ongoing research studies.