The relationship between language learning strategies and English proficiency of 4th year students at felte, ULIS, VNU

The relationship between language learning strategies and English proficiency of 4th year students at felte, ULIS, VNU Mối quan hê ̣ giữa chiến lược ho ̣c tâ ̣p ngôn ngữ và trình

The relationship between language learning strategies and English proficiency of 4th year

students at felte, ULIS, VNU Mối quan hê ̣ giữa chiến lược ho ̣c tâ ̣p ngôn ngữ và trình độ tiếng Anh của sinh viên năm thứ 4 khoa Sư Phạm Anh, trường Đại học Ngoại Ngữ

- ĐHQGHN Đoàn Thị Thu Phương

University of Languages and International Studies M.A Thesis English Teaching Methodology; Mã số: 60 14 10

Supervisor : Dr Đỗ Tuấn Minh

Năm bảo vệ: 2012

Abstract This thesis paper begins with the assumption that strategies are integral for the

effectiveness of students’ learning in general and language learning in particular After issues of definition as well as classification of learning strategies, and definition as well

as assessment of language proficiency are addressed, there is a review of previous studies concerning the relationship between language learning strategies and English proficiency – also the center of this research As one of the first attempts to investigate this kind of relationship within the Vietnamese context, this paper utilized the Strategy Inventory for Language Learning (SILL) (Oxford, 1989) as the basic instrument to investigate the frequency level of strategy use and a “standard” Ielts test as an assessment tool of proficiency level among 87 fourth-year students at FELTE, ULIS, VNU Excel and SPSS were then employed to examine the relationship between these two variables Semi-interviews were also conducted to further investigate key strategies used by participants and factors which may affect their strategy use Higher level students reported using a large number of language learning strategies more frequently than lower level student A positive significant relationship was discovered between language learning strategies and English proficiency In the mean time, interviews revealed some useful insights regarding the use of strategies by individuals For instance, proficient students were inclined to utilizing learning strategies under the communicative perspective with more focus on non-academic materials whereas basic students were subject to academic materials within the scale of university curriculum The thesis concludes by bringing together the key findings and suggesting areas for further research

Keywords Phương pháp giảng dạy; Tiếng Anh; Chiến lược học tập

Content

TABLE OF CONTENTS

PAGE

Declaration i

Acknowledgement ii

Abstract iii List of tables and figures iv

List of abbreviations/ acronyms vi

CHAPTER 1: INTRODUCTION 1.1 Statement of the problem and rationale for the study 1 1.2 Aims and objectives of the study 4 1.3 Scope of the study 5 1.4 Organization of the study 5 CHAPTER 2: LITERATURE REVIEW 2.1 Learning strategies 7 2.1.1 Definition of learning strategies 7 2.1.2 Classification of learning strategies 10 2.2 Language Proficiency 18

2.2.1 Definition of language proficiency 18

2.2.2 The Common European Framework of Reference for Languages 20

2.3 Language learning strategies and English proficiency 24

CHAPTER 3: METHODOLOGY 3.1 Selections of subjects 28

3.2 Data collection instruments 28

3.2.1 Ielts Test 29 3.2.2 Questionnaires 29 3.2.3 Interviews 31

3.3 Procedures of data collection 32

3.4 Procedures of data analysis 34

CHAPTER 4: RESULTS AND DISCUSSION

4.2 The correlation between students’ language learning strategies and their English

4.3 Key strategies and potential factors affecting strategy use 48

CHAPTER 5: CONCLUSION

APPENDICES I

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