NotesFAQContact Us
Search Tips
ERIC Number: ED413778
Record Type: Non-Journal
Publication Date: 1997
Pages: 40
Abstractor: N/A
Reference Count: N/A
Assessing Korean Middle School Students' Language Learning Strategies in Input-Poor Environments.
Kang, Dong-Ho
This study investigated the strategies used by middle school students in Korea for learning English as a Second Language (ESL) in an environment that provides little English language input. Subjects were 60 students in 3 rural public middle schools. Students were selected randomly from advanced and low-level ESL groups in grades 7, 8, and 9. Using a retrospective interview and think-aloud protocol, strategies for vocabulary learning, listening comprehension, reading comprehension, and writing were elicited. Results indicate that over grade levels, student use of both cognitive and metacognitive strategies increased somewhat. In ninth grade in particular, good students used more effective strategies than did poor students. No difference between male and female students was found. Specific strategy use depended on task type, with students consistently using memory strategies during vocabulary learning, compensation strategies during listening or reading comprehension tasks, and metacognitive strategies in listening and writing tasks. Most students used noncommunicative strategies such as repeating, translation, or rote memorization. In higher grades, advanced students relied less on the mechanical process. Poor students used traditional cognitive strategies across grade levels. Overall, every student was actively involved in the learning process. Appended materials include notes on learning strategies and study data. Contains 68 references. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea