Mối quan hệ giữa chiến lược học tập ngôn ngữ và trình độ tiếng anh của sinh viên năm thứ 4 khoa sư phạm

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐOÀN THỊ THU PHƢƠNG THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND ENGLISH PROFICIENCY OF 4TH YEAR STUDENTS AT FELTE, ULIS, VNU Mố i quan ̣ giƣ̃a chiế n lƣơ ̣c ho ̣c tâ ̣p ngôn ngƣ̃ và trình đ ộ tiếng Anh sinh viên năm thứ khoa Sƣ Phạm Tiếng Anh, trƣờng Đại học Ngoại Ngữ - ĐHQGHN M.A COMBINED PROGRAMME THESIS Major: English Teaching Methodology Major code: 60 14 10 Hanoi - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐOÀN THỊ THU PHƢƠNG THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND ENGLISH PROFICIENCY OF 4TH YEAR STUDENTS AT FELTE, ULIS, VNU Mố i quan ̣ giƣ̃a chiế n lƣơ ̣c ho ̣c tâ ̣p ngơn ngƣ̃ và trình đ ộ tiếng Anh sinh viên năm thứ khoa Sƣ Phạm Tiếng Anh, trƣờng Đại học Ngoại Ngữ - ĐHQGHN M.A COMBINED PROGRAMME THESIS Major: English Teaching Methodology Major code: 60 14 10 Supervisor: Dr Đỗ Tuấn Minh Hanoi - 2012 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 1.2 Aims and objectives of the study 1.3 Scope of the study 1.4 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Learning strategies 2.1.1 Definition of learning strategies 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 iv 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 4.1 Frequency of language learning strategy use 36 4.2 The correlation between students‟ language learning strategies and their English proficiency 46 4.3 Key strategies and potential factors affecting strategy use 48 CHAPTER 5: CONCLUSION 5.1 Major findings of the study 69 5.2 Contributions of the study 71 5.3 Limitations of the study 72 5.3 Suggestions for further research 73 REFERENCES 74 APPENDICES I v LIST OF TABLES AND FIGURES PAGE Table 2.1 Classification of learning strategies (1975-1985) (Olga, 2003, p.7) 12 Table 2.2 Classification of strategies (1983 – 1991) (Olga, 2003, p.13) 15 Table 2.3 A Comparison of Rubin‟s and Oxford‟s Strategy Classification Systems (cited in Hsiao & Oxford, 2002, p.170) 17 Table 2.4 The Common European Framework of Reference for Languages (CEFR) 21 Table 2.5 Common Reference Levels: global scale 22 Table 4.1 Average reported frequency of language learning strategy use by both groups of students 36 Table 4.2 Average reported frequency of language learning strategy use for the basic group, the proficient group and both groups of students 39 Table 4.3 High average reported frequency of language learning strategy use for the basic group, the proficient group and both groups of students 42 Table 4.4 Average reported frequency of language learning strategy use dominated by proficient group 44 Table 4.5 Average reported frequency of language learning strategy use dominated by basic group 46 Table 4.6 Language learning strategies and English proficiency 46 Table 4.7 Comparison between strategies used by students with the highest and the lowest Ielts scores 48 Table 4.8 Comparison between strategies used by proficient students with low frequency level of strategy use and basic students with high frequency level of strategy use 57 LIST OF ABBREVIATIONS/ ACRONYMS SILL Strategy Inventory for Language Learning IELTS International English Language Testing System CHAPTER 1: INTRODUCTION 1.1 Statement of the problem and rationale for the study “Give a man a fish and he eats for a day Teach him how to fish and he eats for a lifetime” (Wenden, 1985, cited in Griffiths, 2003, p.1) In the context of language learning and teaching, this saying may mean that if students are provided with answers, they can solve the problem immediately; but if they are taught strategies to figure out the answers themselves, they can face with any problem now and then, or “they may be empowered to manage their own learning” (Griffiths, 2003, p.1) Aware of the significance of the “How” rather than the “What”, recent research in second language acquisition has swerved attention from the products of language learning to the processes in which learning takes place (Oxford, 1990) The potential relationship between how students perform the task sand how successful they solve the tasks was explored in Rubin (1975) and Stern (1975) Later, scholars such as Oxford (1990), Wenden (1991), Cohen (1998) and Chamot (2004) have also suggested that learners might be able to learn language more effectively thanks to the use of learning strategies The concept of using strategies to facilitate the learning process is not new In secondary school, for example, the researcher was instructed to remember the phrase OSSACOMP, which indicates the order of adjectives before a noun (O-opinion, S-size, S-shape, A-age, C-color, O-origin, M-material, P-purpose) There have existed other general learning strategies given by almost teachers, such as listening to music, watching movies in English, highlighting main ideas, summarizing the lesson, etc However, all these strategies not make sense without the implementation of learners Gage and Berliner (1992, p.302, cited in Griffiths, 2003, p.4) suggests that the effectiveness of such strategies may require the learner to be “more active cognitively” than a learner who is less strategically involved in the task Under the cognitive perspective, language learners are considered as “an active participant in the learning process, using various mental strategies in order to sort out the system of the language to be learnt” (Williams and Burden, 1997, p.13, cited in Griffiths, 2003, p.3) To put it simple, learners hold great responsibility for carrying out learning strategies successfully, contributing to the language development Nevertheless, according to Larsen-Freeman (2001), the contribution of learners to the learning process is still underestimated This is the another reason, which triggers the researcher to investigate more about what strategies learners employ and how they with those strategies to achieve success In fact, some learners acquire knowledge more quickly and efficiently than others This discrepancy among weaker learners and stronger learners in second language acquisition stems from the cognitive, affective, and sociocultural factors to which the learners are imposed during the language learning process (Nisbet et al., 2005) Among these factors, learning strategies stands out as a subjective factor They have become a means of achieving learners‟ autonomy in the process of language learning (Oxford, 1990; Benson and Voller, 1997 as cited in Rahimi et al., 2004) Valuable work has been and continues to be done on learning strategies; however, existing research has mostly focused on learners‟ strategies use in second language contexts (Rihami, 2004) In English as a foreign language (ELT) contexts, research on language learning strategies has mainly been conducted in South East Asia, especially China (Nisbet et.al, 2005; Feng 2010; Wu, 2010), but has not been widely studied in Vietnamese contexts This creates the motivation for the researcher to conduct a study on language learning strategies by Vietnamese students in a Vietnamese context A great body of research confirms the relationship between learners‟ language learning strategies and their English proficiency (Park, 1997; Dreyer and Oxford, 1996; Peacock and Ho, 2003; Nisbet et al., 2005; Adbullah and Seyyed, 2012) However, there has been conflict in the scholars‟ opinion regarding the learning strategies used by good language learners and bad language ones Some claims that good language learners use particular strategies – which can hardly be found in bad language learner‟s cases – to assist them in mastering new language skills (O‟Malley, Chamot, Stewner-Manzaranes, Russo and Küpper, 1985, p.557-558 cited in Saricoban & Saricaoglu, 2008) However, Hişmanoğlu (2000) claims that bad language learners may use the same language learning strategies as the good ones without becoming successful This study is, therefore, conducted to compare the status quo concerning the relationship between proficiency and language learning strategy use in Vietnam with that in other countries For the four main reasons, further research into the language learning strategy use of language learners in Vietnamese context, specifically fourth-year students at the Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University – those who specialize in the English language for at least four years and are expected to become teachers – is needed The researcher, therefore, has decided to conduct an investigation into the relationship between this group of students‟ language learning strategies and their English proficiency This study is a step in the learning strategy Analysis from “plus” strategy items indicated that proficient learners put more focus on reading and witting extensively, and learning and using vocabulary “Base” strategies included a group of 10 strategy items Three out of ten “base” strategies relate to vocabulary, reflecting emphasis on memorization Another three strategy items fall into affective strategies involved in managing emotions The last but not less important feature is that social strategies concerning interaction with others was not found among “plus” strategies but found in “base” strategies A positive significant relationship was discovered between English proficiency and reported frequency of language learning strategy use (r > 0.5, p < 0.01) Proficiency levels had a large effect on the use of cognitive strategies; a medium influence on the use of memory, compensation, and metacognitve strategies; and a small impact on the use of social and affective strategies However, only 31.2 % of the language strategy use was accounted for by the English proficiency level Other influential factors, according to interview data, may be learners‟ studying motivation, gender, learning and teaching condition In terms of key strategies employed by students from Basic and Proficient groups, it appeared that proficient students were inclined to utilizing learning strategies under the communicative perspective with more focus on nonacademic materials whereas basic students were subject to academic materials within the conventional approach 73 5.2 Contributions of the study On a broad scale, this study added one more picture reflecting language learning strategy use by students in Vietnamese context into the world of pictures reflecting language learning strategy use by students in other nations One a narrow scale, this study provided a relatively deep understanding of language learning strategy use by fourth-year students at FELTE, ULIS as well as the relationship between their English proficiency levels and learning strategy use Through the findings of this study, students, teachers and educators are aware of the difference in learning strategy use by low-level students and highlevel students in FELTE Each individual student was informed of their own language learning strategy preference and the variety of strategies utilized by their peers Especially, low-level students can learn from high-level students by applying and adapting the language learning strategies effectively employed by proficient students Teachers and educators may use the information concerning language learning strategies preferred by proficient students as guidance for their learning strategy instructions In addition, the correlation between language learning strategy use and English proficiency level helps to confirm the positive relationship between language strategy use and academic achievement Therefore, students can fully understand the significance of learning strategy use Last but not lease, the discovery of studying motivation‟s influence on students‟ strategy use indicates that the teacher should pay more attention to the motivation which can promote and intensify language learning Internal interest 74 is a significant factor triggering and enhancing students‟ learning enthusiasm, which really affect their purposes of language learning Consequently, teachers should foster students‟ interest in the target language 5.3 Limitations of the study No single research can be labelled as a “perfect” or “faultless” one and this research paper is of no exception The first limitation of the study lies in the inadequacy of population In total, there are 86 fourth-year students with the Ielts score from 6.5 to 7.8 and 19 ones with the Ielts score from 2.6 to 4.0 However, this study included only 87 students The findings typical of these 87 students may be generalizable to the whole fourth-year students but with a lower level of reliability Another limitation belongs to the nature of the SILL questionnaire: strategy items somewhat overlap and not cover all aspects of each strategy sub-group; therefore, a complete picture of language learning strategy use could not be mirrored Furthermore, data mainly stemmed from students‟ self awareness of their learning strategy use A more objective approach towards the research methodology (i.e observation or learning diary) should have been employed in the interests of an unbiased understanding of students‟ strategy use The last limitation falls into the mere use of a “standard” Ielts test to determine the proficiency level of participants The use of a single assessment tool can not assure the reliability of results Student A may be better at studying English than student B but A may not perform as well as B in the Ielts test The grouping of students A and B in different proficiency groups may mislead the findings of the study 75 5.4 Suggestions for further research From the aforementioned limitations, other researchers when conducting related topic should bear in mind the adequacy of population, the limitation of SILL questionnaire, the combination of various research methods and the assessment tools for proficiency levels In addition, this study raised some questions which might provide fruitful areas for further research: Other researchers may conduct the study in different settings, for example, where there are more equal numbers of male and female students, where there is a mixture of students from different nations, where there is a bigger gap in age among participants The findings from this study will then be checked in comparison with those from other contexts A longitudinal project, also suggested in Carol (2003), should be set up on a long-term basis investigating issues of strategy development over time in relationship with students‟ proficiency levels Further research may be done to thoroughly discover the potential factors which may affect students‟ language learning strategy use or discover a system of strategy instructions for training students to use language learning strategies effectively 76 REFERENCES Adbullah, G & Seyyed, A.M (2012), Do Language Proficiency Levels Corresponds to Language Learning Strategy Adoption?, English Language Teaching, (7), pp.110-122 Brumfit, C (1984), Communicative Methodology in Language Teaching, Cambridge University Press, Cambridge Çaliskan, M., Sünbül, A.M (2011), The Effects of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive Skills and Academic Achievement (Primary Education Sixth Grade Turkish Course Sample), Kuram ve Uygulamada Egitim Bilimleri, 11 (1), pp.148-153 Chamot, A U (2004), Principles of language learning and teaching, Pearson Education, USA Dreyer, C., Oxford, R L (1996), Prediction of ESL proficiency among African speakers in South Africa In R.L Oxford (Ed.), Language learning strategies around the world: Crosscultural perspectives, pp 61-74), University of Hawaii Press, Manoa Farhady, H (1982), Measures of language proficiency from the learners' perspective, TESOL Quarterly, 16, pp.43-59 Feng, C (2010), A correlational Study of Language Learning Motivation and Strategies of Chinese Undergraduate, Canadian Social Science, (4), pp 202-209 Field, A (2005), Discovering Statistics Using SPSS, SAGE, London 77 Gass, S., Mackey, A (2007), Data elicitation for second and foreign language research, Lawrence Erlbaum Associates, New Jersey Green, J M., Oxford, R (1995), A Closer Look at Learning Strategies, L2 Proficiency and Sex, TESOL Quarterly, 29 (2), pp 261-297 Griffiths, C (2003), Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategies (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/ learning situation, Department of Education, University of Auckland Griffiths, C (2004), Language Learning Strategies: Theory and Research School of Foundations Studies, AIS St Helens, Auckland, New Zealand, pp 1-25 Hismaoglu, M (2000), Language learning strategies in foreign language learning and teaching, The Interner TESL Journal, (8) Hsiao, T Y., Oxford, R L (2002), Comparing theories of language learning strategies: A confirmatory factor analysis, Modern Language Journal, 86, pp 368-383 Jie, L., Xiaoqing, Q (2006), Language Learning Styles and Learning Strategies of Tertiary Level English Learners in China, Regional Language Center Journal, 37 (1), pp 67-90 Larsen-Freeman, D (1991), Second Language Acquisition Research: Staking Out the Territory.,TESOL Quarterly, 25 (2), pp.315-350 78 Mayer, R (1988), Learning strategies: An overview In Weinstein, C., E Goetz, & P 30 Alexander (Eds.), Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation (pp 11-22), Academic Press, New York McDonough, J., McDonough, S (1997), Research method for English language teachers, Arnold, London Nisbet, D., Tindal, E., Arroyo, A (2005), Language Learning Strategies and English Proficiency of Chinese University Students, Foreign Language Annals, 38 (1), pp 100-107 Nunan, D (1989), Understanding language classrooms, Prentice Hall, New York Olga, L (2003, Learning Strategies: Tracing the Term, Universidad Santo Tomas, pp 1-32 O‟Malley, J.M., Chamot, A.U (1990), Learning strategies in second language acquisition, Cambridge University Press, Cambridge O‟Malley, J M., Chamot, A U., Stewner-Manzanares, G., Russo, R P., Kupper, L (1985), Learning strategies used by beginning and intermediate ESL students, Language Learning, 35, pp 21-46 Oxford, R L (1985), A new Taxonomy for second language learning strategies, Eric Clearinghouse on Languages and Linguistics Oxford, R L., Crookall, D (1989), Research on Language Learning Strategies: Methods, Findings, and Instructional Issues, The Modern Language Journal, 73 (4), pp 404-419 79 Oxford, R L (1990), Language learning strategies: What every teacher should know?, Heinle & Heinle, Boston Oxford, R L (2001), Language learning styles and strategies, In M CelceMurcie (Ed.), Teaching English as a second or foreign language, pp 359366, Heinle & Heinle, Boston Oxford, R L (2003a), Language learning styles and strategies: An overview, GALA, pp 1-25 Oxford, R L (2003b), Language learning styles and strategies: Concepts and relationships, IRAL, 41, pp 271-278 Park, G (1997), Language learning strategies and English proficiency in Korean university students, Foreign Language Annals, 30, pp 211-221 Peacook, M., Ho, B (2003), Student language learning strategies across eight disciplines, International Journal of Applied Linguistics, 13, pp 179-200 Radha, N (2009), Learning Strategy Research – Where Are We Now?, The Reading Matrix, (2), pp 132-149 Rahimi, M (2004), An investigation into the factors affecting Iranian EFL students’ perceived use of language learning strategies, Doctoral dissertation, Shiraz University Iran Rahimi, M., Riazi, A., Saif, S (2004), An investigation into the factors affecting the use of language learning strategies by Persian EFL learners, RCLACJAL, pp 31-60 Rigney, J.W (1978), Learning strategies: A theoretical perspective, In H F O‟Neil (Jr)(ed), pp 165-205 80 Rubin, J (1975), What the good language learner can teach us, TESOL Quarterly, 9, pp 41-51 Rubin, J (1987), Learner strategies: Theoretical assumptions, research history and typology, In A.L Wenden, and J.Rubin (eds), Learner strategies in language learning, Prentice-Hall, Englewood Cliffs, NJ, pp.15-30 Saricoban, A., Saricaoglu, A (2008),The effect of the relationship between learning and teaching strategies on academic achievement, Novitas-ROYAL, (2), pp 162-175 Stern, H H (1975), What can we learn from the good language learner?, Canadian Modern Language Review, 34, pp 304-318 Vann, Roberta J., Abraham, R.G (1990), Strategies of Unsuccessful Language Learners, TESOL Quarterly, 24 (2), pp 177-198 Wenden, A (1998), Learner Strategies for Learner Autonomy, Prentice Hall, Great Britain Wenden, A L (1991), Learner strategies for learner autonomy, Prentice Hall, UK Wu, K (2010), The Relationship between Language Learners‟ Anxiety and Learning Strategy in the CLT Classrooms, International Education Studies (1), pp 174-191 http://www.cambridgeesol.org/about/standards/cefr.html 81 APPENDIX Strategy Inventory for Language Learning Name: _Class _Age: Years of learning English: Gender: Male/ Female Years of staying in English-speaking countries (if any): Most recent IELTS/ TOEFL score (if any): _ Date of IELTS/ TOEFL: _ DIRECTIONS: For each of 50 questions below, please put a tick in the column from to to indicate your answer l Never or almost never true to me (means the statement is very rarely true of you) Usually not true of me (means the statement is true less than half of the time) Somewhat true of me (means the statement is true about half the time) Usually true of me (means that statement is true more than half the time) Always or almost always true of me (means the statement is true of you almost always) No Language learning strategies PART A I think of relationships between what I already know and new things I learn in English I use new English words in a sentence so I can remember them I connect the sound of a new English word and an image or picture of the word to help remember the word I remember a new English word by making a mental picture of a situation in which the word might be used I use rhymes to remember new English words I use flashcards1 to remember new English words A flashcard is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study I I physically act out new English words I review English lessons often I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign PART B 10 I say or write new English words several times 11 I try to talk like native English speakers 12 I practice the sounds of English 13 I use the English words I know in different ways 14 I start conversations in English 15 I watch English language TV shows spoken in English or go to movies spoken in English 16 I read for pleasure in English 17 I write notes, messages, letters, or reports in English 18 I first skim an English passage (read over the passage quickly) then go back and read carefully 19 I look for words in my own language that are similar to new words in English 20 I try to find grammatical patterns in English 21 I find the meaning of an English word by dividing it into parts that I understand 22 I try not to translate word-for-word 23 I make summaries of information that I hear or read in English PART C 24 To understand unfamiliar English words, I make guesses 25 When I can't think of a word during a conversation in English, I use gestures II 26 I make up new words if I not know the right ones in English 27 I read English without looking up every new word 28 I try to guess what the other person will say next in English 29 If I can't think of an English word, I use a word or phrase that means the same thing PART D 30 I try to find as many ways as I can to use my English 31 I notice my English mistakes and use that information to help me better 32 I pay attention when someone is speaking English 33 I try to find out how to be a better learner of English 34 I plan my schedule so I will have enough time to study English 35 I look for people I can talk to in English 36 I look for opportunities to read as much as possible in English 37 I have clear goals for improving my English skills 38 I think about my progress in learning English PART E 39 I try to relax whenever I feel afraid of using English 40 I encourage myself to speak English even when I am afraid of making a mistake 41 I give myself a reward or treat when I well in English 42 I notice if I am tense or nervous when I am studying or using English 43 I write down my feelings in a language learning diary 44 I talk to someone else about how I feel when I am learning III English PART F 45 If I not understand something in English, I ask the other person to slow down or say it again 46 I ask English speakers to correct me when I talk 47 I practice English with other students 48 I ask for help from English speakers 49 I ask questions in English 50 I try to learn about the culture of English speakers THANK YOU VERY MUCH! IV APPENDIX Semi-structured interview Which language learning strategies have you found most useful for learning English? What have you found most difficult in learning English? What strategies have you used to overcome these difficulties? The strategies you use have been affected by your : a Gender b Motivation c Teacher d Other factors … V APPENDIX CONSENT TO PARTICIPATE IN RESEARCH Title of the research: The relationship between language learning strategies and English proficiency of fourth-year students at ULIS, VNU have been given a clear explanation about the purposes of this research paper I have also had an opportunity to ask questions and have them answered to my satisfaction I understand that I may withdraw myself (or any information I have provided) from this research (before data collection and analysis is complete) without having to give reasons of any sort I understand that any information I provide will be kept confidential to the researcher who transcribes the tape recordings of our interview, the published results will not use my name, and that no opinions will be attributed to me in any way that will identify me I understand that the tape recordings of interviews will be destroyed two years after the end of the project You may use the recordings of interviews for your research purpose  I‟d like to receive a summary of the I data analysis  I not want a summary of the data analysis Signed: Date: VI ... 1. 147 697 8 34 761 885 667 658 885 9 94 958 855 1.0 84 577 816 761 749 745 1.219 79 12 4. 28 4. 66 4. 26 3.28 3.19 3. 84 3 .46 3.99 3.78 3. 94 2. 54 3.13 2.63 2.71 4. 28 2.87 3.29 2.81 3.66 4. 46 3. 54 666... 9 94 459 597 745 905 653 697 809 9 64 838 765 631 42 Proficient 3.38 4. 10 3.12 3.81 3.15 2.57 2.87 3 .43 3 .41 3.62 3.91 4. 13 3 .49 3.37 3.97 3.65 3 .49 3.60 2. 94 3.21 3.00 3.79 3.66 4. 00 3.72 2. 74 4.06... ENGLISH PROFICIENCY OF 4TH YEAR STUDENTS AT FELTE, ULIS, VNU Mố i quan ̣ giƣ̃a chiế n lƣơ ̣c ho ̣c tâ ̣p ngôn ngƣ̃ và trình đ ộ tiếng Anh sinh viên năm thứ khoa Sƣ Phạm Tiếng Anh, trƣờng Đại học