Language Learning Strategy Use and Reading Achievement

Autor/in	Ghafournia, Narjes
Titel	Language Learning Strategy Use and Reading Achievement
Quelle	In: English Language Teaching, 7 (2014) 4, S.64-73 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Learning Strategies; English (Second Language); Personal Autonomy; Reading Tests; Questionnaires; Reading Processes; Foreign Countries; Statistical Analysis; Reading Ability; Reading Achievement; Teacher Education; Language Teachers; Reading Comprehension; Teaching Methods; Transfer of Training; Student Attitudes; Language Tests; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Individuelle Autonomie; Lesetest; Fragebogen; Leseprozess; Ausland; Statistische Analyse; Reading competence; Lesekompetenz; Leseleistung; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Schülerverhalten; Language test; Sprachtest; Language tests; Englisch
Abstract	The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their reading achievement. The participants comprised 307 Iranian BA students doing a general English course at Teacher-Training University of Mashhad. The results suggest that as the learners' reading ability improves, the learners are more inclined to choose strategies to facilitate reading processing, which is reflective of greater autonomy for language learning. Thus, the results imply that appropriate employment of language-learning strategies can foster individual autonomy and hence reduce affective filters to process reading texts in an efficient way. The findings are consistent with previous studies on the inconsistency among learners with different reading ability in employing language-learning strategies and comprehension process. Thus, the findings further support integrating strategy training into conventional teaching approaches to enhance efficacy of reading programs. Through adopting strategic-based instruction, teachers can help learners become aware of available strategies, the way to organize them systematically, and the way they can transfer the strategies to new language learning contexts (Cohen, 2007). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01