Age Differences in the Use of Language Learning Strategies

Autor/in	Chen, Mei-Ling
Titel	Age Differences in the Use of Language Learning Strategies
Quelle	In: English Language Teaching, 7 (2014) 2, S.144-151 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Age Differences; English (Second Language); Second Language Learning; Learning Strategies; Junior High School Students; Elementary School Students; College Students; Student Surveys; Correlation; Memory; Metacognition; Social Influences; Foreign Countries; Affective Behavior; Statistical Analysis; Taiwan; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Collegestudent; Schülerbefragung; Korrelation; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sozialer Einfluss; Ausland; Affective disturbance; Active behaviour; Affektive Störung; Statistische Analyse
Abstract	The purpose of the study was to investigate language learning strategies used by English as a Foreign Language (EFL) learners at different educational levels and explored the influence of age on the use of language learning strategies. A total of 1,023 students participated in the study. Out of the participants, there were 250 primary students (aged 10-12), 245 junior high school students (aged 13-15), 249 senior high school students (aged 16-18), and 279 tertiary students (aged 20-22). The instrument for data collection was the Strategy Inventory for Language Learning (SILL). Results showed that statistically significant relationships existed between different age groups and the use of memory strategies, compensation strategies, metacognitive strategies, and affective strategies. Specifically, secondary and tertiary students reported using compensation strategies more frequently than primary students (p = 0.000). Tertiary students used social and affective strategies more frequently than did other age groups. The result indicated that age increase is likely to encourage learners to use strategies with more emphasis on the social and functional strategies. Implications are that it is critical for teachers to be more aware of the differences in their students and adjust their teaching practices to meet the developmental needs of students. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01