Learners' Starting Age of Learning EFL and Use of Language Learning Strategies

Autor/inn/en	Sadeghi, Karim; Khonbi, Zainab Abolfazli
Titel	Learners' Starting Age of Learning EFL and Use of Language Learning Strategies
Quelle	In: English Language Teaching, 6 (2013) 1, S.28-34 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Learning Strategies; Age Differences; Children; Adolescents; Structured Interviews; Student Attitudes; Goal Orientation; Measures (Individuals); Questionnaires; Iran; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Zielorientierung; Zielvorstellung; Messdaten; Fragebogen
Abstract	This study investigated the use of language learning strategies (LLS) and reasons for learning English among Iranian EFL students who began learning English at different ages. The participants (N = 33, both male and female) were divided into two groups of younger beginners (who began learning English before age 9; N = 16) and older beginners (who began learning English at or after age 12; N = 17). They were invited to complete Oxford's (1990) Strategy Inventory for Language Learning (SILL) questionnaire and to take part in a structured interview. While the students' choices of LLS were identified both through the questionnaire and interviews, their reasons for strategy use and their goals in learning English were determined using the interviews alone. Data analysis indicated that there were differences in LLS categories employed by the groups. Further findings and implications are discussed in the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01