Language Learning Research Paper

Abstract

This article reports on a study of language learning strategies used by 50 ESL students from Iran. The aims of the study were to observe and survey the frequency of strategy use and to discover how it is influenced by the learner’ proficiency level and gender. The SILL questionnaire (Strategies Inventory of Language Learning) by Oxford was administered. It contained 6 categories: memory, cognitive, compensation, metacognitive, affective and social. Results from the survey signifies that metacognitive strategies were most frequently used, while memory strategies were used to the contrary. Statistical analysis revealed that significant differences were to be found in the use of cognitive and compensation strategies

strategies that contribute to the development of the language system which the learner constructs and (which) affect learning directly’’ (Rubin, 1987, p. 23). Oxford (1990) further defined language learning strategies as steps taking to facilitate the acquisition, storage, retrieval and use of information. O’Mally and Chamot (1990) studies viewed learning strategies as “the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information” (p. 1). The term ‘strategy’ in the context of language learning refers to a specific type of action on behavior reported to by a language learner in order to improve performance in both using an learning a language (Naiman , Frolich, Stem & Todesco 1978; Wenden & Rubin 1987; Oxford 1990). Good and successful learners can improve their learning process by exploiting the strategies and make the less effective students follow the same

The Aim on Language Learning Strategies

This study exposed language learning strategy use of English learners, looked at the relation between second language proficiency and language learning strategy, and estimated any differences in strategy use by gender. So important is the role of strategy use in learning a second language that some theorists have included it in their models of second language learning (e.g. McLaughlin 1987; MacIntyre 1994) (Goh 1997).

2.3. Classification of Learning Strategies

Number of literatures defined language learning strategies as strategies that language learners build in order to cause the development of the language system which affect learning process shortly (e.g., Rubin, 1987; Stern, 1975; Wenden, 1987). Regarding to the numerous studies that have been conducted in the past decades, long list of strategies have been recognized. (e.g., Rubin, 1987; O’Malley and Chamot, 1990). Also Oxford reported that there were at least dozen different classifications. In general, the strategies categorizes in four groups, i.e. strategies that unable learners to (Goh 1997):

1. Comprehend, store, retrieve and use information

2. Manage and direct their learning through reflection and planning

3. Control their