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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 52:2 (2017) ► pp.148–171

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Language learning strategy and language learning achievement

An empirical study among intermediate Chinese L2 learners

 | The University of North Carolina at Chapel Hill
Published online: 10 November 2017
DOI logo with link
https://doi.org/10.1075/csl.52.2.03lin
Abstract
This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, R. L. (1989) Strategy inventory for language learning. Alexandria, VA: Oxford Associates.Google Scholar logo with link to Google Scholar) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
摘要
本文主要研究了汉语作为二语的中级学习者的学习策略使用和语言学习水平之间的关系。本文也研究了中级汉语的二语学习者在策略使用方面的特点，并比较了高、中、低三组不同水平的学生在学习策略使用频率上的差异。62名中级汉语学习者参与了这一研究。他们通过外语学习策略量表（Oxford，Oxford, R. L. (1990). Language learning strategies: what every teacher should know. Boston: Heinle & Heinle Publishers.Google Scholar logo with link to Google Scholar）来测量自身的学习策略使用频率。相关分析和方差分析表明：主动学习、倾向于通过与他人的交际来学习、以及用于尝试有难度的表达方式是高水平语言学习者区别于其他组别的显著特征、中级水平学习者的总体策略使用频率、认知策略及记忆策略使用的频率都显著高于其他相应组别。对不同水平学习者学习策略使用的研究，不但能够揭示出他们各自在学习策略使用上的特点，而且能够间接反映他们在中文二语学习过程中遇到的问题与挑战。最后，在实证研究的基础上，作者提出了相关的教学建议。
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1 Language learning strategy: definition and taxonomy
    • 2.2 L2 Learning strategies and learning achievement
  • 3.Research questions
  • 4.Methods
    • 4.1 Sample
    • 4.2 Data collection instrument
    • 4.3 Data analysis
  • 5.Results
    • 5.1 Correlations between L2 learning strategies and numerical course grades
    • 5.2 Differences in strategy use among high-, medium-, and low-achieving groups
    • 5.3 High-achieving learners’ strategy use
  • 6.Discussion
    • 6.1 Predictors of Chinese L2 language achievement
    • 6.2 Medium-achievers’ high strategy use
    • 6.3 Characteristics of high-achievers’ strategy use
    • 6.4 Causes for inconsistencies with previous studies
  • 7.Conclusion
  • 8.Pedagogical implications
    • 8.1 Classroom atmosphere
    • 8.2 Learner initiative
    • 8.3 Social interaction in language learning
    • 8.4 Explicit strategy training
  • 9.Limitations and future directions
  • References
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