A Closer Look at Learning Strategies, L2 Proficiency, and Gender

Cohen (1998a, 1998b) considered test taking strategies as combination of two different kinds of strategies language –use and test-wiseness strategies; he also believed that target language learners consciously apply strategies which are regarded as mental operations or processes for the purpose of accomplishing language tasks (Nikaki and Stathopoulou 2009).

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

However, researchers’ interest in conducting studies about teaching listening skill has grown in recent years. In a review about second language listening studies, Rubin (1994) identified there are five major characteristics that affect listening comprehension; text characteristics, interlocutor characteristics, task characteristics, listener characteristics and process characteristics. From these five majors, learning strategy belongs to the aspect of process characteristics. Learning strategy defined as any strategy learners regularly use to improve their learning proficiency through carrying out a task (Hassan et al, 2005). In listening teaching, there are some types of cognitive and meta cognitive strategies usually instructed by the teacher to help the students become a better listener,

Previous research has shown that there is a correlation between learner’s achievement in mnlanguage and teachers’ use of the target language (Carroll, 1975, Wolf, 1977). The maximum use of the target language may result in higher motivation as learners can realize how useful the knowledge of the target language is (MacDonald, 1993). Also, it brings about the benefits of language exposure and language gains (Inbar-Lourie, 2010). Cook (2001) also believes that the success of L2 learning depends on how learners are treated. Teachers have to provide learners with Opportunities and optimal samples for encountering the target language.

One of language skills which must be mastered in communication is the result of learning in expressing and developing ideas into written form, idea and notion. The idea is then developed in the form of a series of sentences. Results of writing activities are to be read by others, so that others can read the text required for the language that is easily understood. Through language learning activities, students are expected to have the language skills that include listening skills (listening), speaking,

According to Cohen (1996a), these strategies constitute the steps or actions selected by learners to either improve the learning of an L2, the use of it, or both. In the process of language learning and teaching, the administration of listening strategy training is significant in helping language learners for extracting meaning when trying to understand academic lectures. According to Vandergrift (1999), listening strategies are mental processes that language learners are involved in order to understand the oral texts. These mental processes include selecting input, constructing meaning and relating existing knowledge to performing tasks (O’Malley et al., 1989; Rost, 2002). Also, language learners are not inactively receiving input while listening, rather, they need to actively choose, employ and evaluate their listening strategy use to achieve successful comprehension (Rubin, 1995). Listening strategy training may encourage learners to assume a maximum amount of responsibility for what they learn and how they learn

I learned a lot about the English language acquisition of a non-native speaker. I learned that immigrants have many different experiences during their journey to the United States. I came to understand that there are different types of language learners, such as, a native English speaker who has English as the dominant language at home. An L2 learner, whose first language is other than English, and an ESL student. ESL learners are considered an L2 learner who needs classes to acquire the English language.

In the study, participants were 220 female and male English major university students who filled out the SILL. The results of the study showed that Iranian EFL learners were “medium” strategy users overall while with regard to strategy categories they used metacognitive strategies with a high frequency; cognitive, compensation, and affective strategies with a medium frequency, and memory and social strategies with a low frequency. With respect to individual strategies, two strategies - items 38 (metacognitive) and 42 (affective) - were used with the highest frequency and significantly different from a large number of other strategies; whereas items 6 (memory), 14 (cognitive), 19 (cognitive), 43 (affective), and 48 (social) were the least frequently used strategies and significantly different from a large number of other

The way English is taught around the world contributes to linguistic imperialism. Other countries’ English programs are “a vital site for social and linguistic reproduction, and the inculcation of relevant knowledge, skills, and attitudes, and therefore particularly central in processes of linguistic hierarchism” (Phillipson 245). In other words, proper education is key when it comes to learning English. ELL students rely on receiving outstanding education in order to contribute to the success of the English speaking world. Without proper education, these students may not be able to keep up with how fast the English language is becoming the standard of the world. They could fall behind along with their country if they do not live up to that standard. EFL programs vary in English speaking countries and consist of different methods of teaching students to learn the language. One of these methods is the dual-language method, which consists of learning English alongside a student’s native language. This is not always ideal for parents, who “advocate English-only classes, hoping for a fast-track approach. Although English-only classes may help with spoken fluency, it has not been proven effective for learning the written aspects of the language” (Lynch). The desire for their children to keep up with the English speaking world is behind these parents’ criticism of the dual-language method. However, English is not easy to teach, especially alongside another language.

While Third Language Acquisition has more to investigate as the roles of L1 and L2 serves as different function in L3 production and influence L3 learners in different

Summary of article: The authors provided reflections on 17 popular ideas about language learning. The first one is that languages are learned “mainly” through imitation. Lightbown and Spada (2006) argued that children imitate selectively and individuals have their own learning strategies. The second popular idea is that parents usually correct young children when they make grammatical errors. However, parents rarely comment on grammatical errors. Instead, parents tend to focus on meaning. Third, highly intelligent people are good language learners. The high IQ usually preform good in class and research has shown that learners have a wide variety of intellectual abilities will be higher chances to successfully learning language. The next idea is that the best predictor of success in second language acquisition is motivation. In most cases, learners with higher motivation can do better. However, perhaps, the instruction interacts with different leaning styles and learner’s aptitude will influence learning outcome. The fifth idea is that the earlier a second language is introduced in school programs, the greater the likelihood of success in learning. Research has shown that learning a second language at an early age are more likely to be indistinguishable from native speakers. Next idea is that most of the mistakes that second language

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Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new

Another commonly addressed approach is the audio-lingual method. This approach consists of repeating audio phrases, oftentimes verbally, and relying on these repetitive drills to form habits and L2 skills in a learner. This method suffers from the same affliction as the grammar traslation method, in that it produces a passive speaker who is unengaged from the L2. Again, some positives may arise from this method, such as the idea that by using this method in classrooms teachers can hear their students, i.e. when speaking/repeating and have a greater ability to correct any mistakes they hear. It also has a benefit in the same way the previous method did, in that is makes a very useful exercise for practicing certain aspects of L2 speech and learning. However, the drawbacks of this method come into play here, as there utimatle yarises the diea of wtether or not that this method wil actually formhabouts through the repetition. Also, the target language is simply learnt in ‘chunks’ and possibly closes L2 learners from more

When examining the research behind the cognitive processes in second language learning, attention and awareness are two key processes that aid in L2 development through interaction- as mentioned previously. “Attention allows learners to notice a gap between what they produce or know and what is produced by the speakers of the L2, and the perception of the gap or mismatch can lead to grammar restructuring” (Mackey, 2006). In order for attention and awareness to