Learning Strategies in English as a Foreign Language employed by Primary School Pupils
Author(s):
Ivana Hrozková
Conference:
ECER 2010
Network:
27. Didactics - Learning and Teaching
Format:
Paper

Session Information

27 SES 08 B, Learning and Teaching Foreign Language

Paper Session

Time:
2010-08-26
17:15-18:45
Room:
M.B. SALI 12, Päärakennus / Main Building
Chair:

Contribution

Learning strategies are considered to be one of the key factors affecting the learning process and its effectiveness, study results and language level. Under the umbrella of learning styles, learning strategies are very important for life-long learning of foreign languages and as a learning skill they represent a priority in the process of European globalization and integration (cf. Common European Framework of Reference 2001). Some of the factors which influence the choice of learning strategies are age, sex, general learning style, motivation, teacher expectations and degree of awareness (Oxford 1990).
Research on learning strategies dates from 1960s  (Rubin, Oxford, Cohen, Chamot)
and focuses mostly on high school and university students or adults. The most frequent instruments used in the research are questionnaires based on SILL by Rebecca Oxford.
A relatively small number of surveys focus on strategies employed by young learners (Oxford, Lan 2003; Chamot, El-Dinary 1999). The results prove that young learners usually employ compensation strategies, some affective strategies, to a lesser degree cognitive strategies, and the least applied are social and memory learning strategies. The factors shown to influence the choice of learning strategies are age, language level and motivation ( Oxford, Lan 2003).
The surveys carried out so far in the Czech Republic indicate the learning strategies used just by upper-secondary students. Our research thus aims to outline the learning strategies inventory that Czech young learners, namely 5th graders, apply and employ in primary schools in learning English.
The research would also outline the factors that influence the choice of learning strategies as well as the role of the teacher in the process of learning strategy shaping.

Method

In the research both qualitative and quantitative methods will be applied. The research sample consists of 200 pupils who completed their primary education at schools in the South Moravian region (15 schools). The main instrument for collecting the quantitative data is a standardized questionnaire designed by Oxford and Cohen in 2002 (in Cohen, Weaver 2006, p 75). The questionnaire was translated into Czech and then piloted in order to prove the validity of the instrument, especially the comprehensibility and timing suggested by the authors. The questionnaire was supplemented with short characteristics of each respondent e.g. length of their studies, extra English lessons, the motivation and teacher’s support and encouragement. The qualitative part of the research is based on a semi-structured interview prepared for pupils who either use many learning strategies or a limited number.

Expected Outcomes

There is no doubt that learning strategies are one of the key factors that influence the quality of the learning process especially in foreign languages. The survey should contribute to the research made in this field so far and outline the inventory of learning strategies employed by primary pupils in English lessons in the Czech context. Besides this, the research demonstrates the role of the teacher in the process of strategy choice and shaping. The knowledge gained through this research, namely that learning strategies are transferable and teachable (Oxford 1990) may help teachers to choose the right methods and plans in order to enhance learner autonomy and support life-long learning.

References

COHEN, A. D.; MACARO, E. Language Learner Strategies. Oxford : OUP, 2007. COHEN, A. D.; WEAVER, S. J. Styles and Strategie Based Instructions: A Teacher's Guide. Carla : University of Minnesota, 2006. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: CUP, 2001 CHAMOT, A.; EL-DINARY, P. Children's Learning Strategies in Language Immersion Classrooms. [cit. 8. 12. 2007]. Available at: . HARRIS, T. L.; HODGES, R. E. (eds). The Literacy Dictionary: The vocabulary of reading and writing. Newark : IRA, 1995. JANÍKOVÁ, V. Automomní učení a lexikální strategie [Learner Autonomy and Lexical Strategies]. Brno : MU, 2007. MAREŠ, J. Styly učení žáků a studentů [Learning Styles of Pupils and Students]. Praha : Portál, 1998. O´MALLEY, J. M.; CHAMOT, A.U. Learning Strategies in Second Language Acquisition. Cambridge : CUP, 1990. OXFORD, R. L.; HSIAO, T. Comparing theories of Language Learning Strategies: A Confirmatory Factor Analysis. The Modern Language Journal, 2002, s. 368–383. OXFORD, R. L. Language learning strategies: what every teacher should know. Boston : Heinle & Heinle, 1990. OXFORD, R. L.: LAE, R. Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 2003, s. 339–379. RUBIN, J. What the “Good Language Learner“ Can Teach Us. TESOL Quarterly, 1975, č. 9, s. 41–51. STERN, H. H. What Can We Learn from the Good Learner? Canadian Modern Language Review, 1975, č. 31, s. 304–318.

Author Information

Ivana Hrozková
Faculty of Education, Masaryk University
Department of English Language and Literature
Brno

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