Foreign Language Learning Strategy Use Profile of University Students in Taiwan and Japan.

Autor/in	Chang, Chih-hui
Titel	Foreign Language Learning Strategy Use Profile of University Students in Taiwan and Japan.
Quelle	In: Electronic journal of foreign language teaching, 15 (2018) 2, S. 373-387 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 10
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Lernmethode; Deutsch als Fremdsprache; Fremdsprachenunterricht; Englischunterricht; Französischunterricht; Japanischunterricht; Spanischunterricht; Hochschule; Japan; Taiwan
Abstract	The current study, combining the use of the online questionnaire of Oxford's Strategy Inventory for Language Learning, Version 7.0, and face-to-face group interviews, investigated the language learning strategy use (LLSU) profile of 599 university students of foreign languages in Taiwan and Japan. The target languages (TLs) included English, Japanese, and the European languages of French, German and Spanish. Four factors were examined in correlation with LLSU consisted of gender, academic discipline/TL, fondness for TL and previous experience in TL-speaking country. The overall LLSU of Taiwanese participants was higher than their Japanese counterparts. Taiwanese participants used social strategies the most, while the Japanese used memory strategies the most. Taiwanese participants used memory strategies the least, while the Japanese used social strategies the least. Male participants from the Taiwan research site performed the best in terms of the frequency of LLSU among all participants. Among both Taiwanese and Japanese participants learning European languages as TL had a significantly high LLSU. Interviews with participants revealed that Taiwanese participants preferred talking to TL native speakers, while Japanese participants preferred reading in the TL. The current study suggests that the use of various TL teaching strategies is beneficial in helping TL learners develop different learning strategies, which would eventually become part of their lifelong autonomous learning mechanism. In addition, to better understand the correlation between good language learners and LLSU (Oxford, 1990), language proficiency level and language instructions are suggested as independent variables for future related studies. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2