The
present study investigated the use of language
learning strategies of 325 Korean secondary
school students of English as a foreign language,
163 boys and 162 girls with a consideration
of variables such as sex, school year, and
proficiency in grammar, specifically the use
of prepositions. The subjects were attending
a boys' or a girls' middle school in Pusan,
Korea. Strategy use was assessed through a
Korean translation of the Strategy Inventory
for Language Learning (SILL) (Oxford, 1990),
and proficiency was determined by a cloze
test. The major findings were that the reported
frequency of strategy use by the students
was moderate overall, with the students reporting
most frequent use of compensation strategies
and least of affective strategies. Girls showed
more frequent use of all six strategy categories
than boys, and third school year students
employed compensation and memory strategies
more often, whereas first school year students
employed metacognitive, cognitive, affective
and social strategies more often. Cognitive
strategies showed the highest correlation
with metacognitive and memory strategies.
Those students who scored highly on the cloze
test reported using strategies more often
than the low proficiency group. It was revealed
that the students' sex, school year, and proficiency
had a significant relationship on their use
of learning strategies. Some implications
of the findings are discussed along with suggestions
for further research.
To
view the full article please refer to: PDF
or MS Word
|
