透过年轻砂拉越英语作为第二语言学习者的镜头:识别他们的语言学习策略

IF 0.5 Q3 AREA STUDIES
S. Sani, Hanita Hanim Ismail
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引用次数: 3

摘要

背景和目的:不同的语言学习者习得第二语言的能力不同,有些学习者的学习策略比其他人发展得更快。因此,对于教师来说,通过调查学习者的语言学习策略,特别是学习者所上的学校类型,来检查学习者的理解程度和能力是至关重要的。因此,本研究揭示了基于学习者就读学校类型的ESL课堂中经常使用的学习策略,特别是马来西亚集群卓越学校(CSE)和非集群小学之间的区别。方法:本定量研究通过调查问卷的管理收集信息。共有112名年轻的ESL马来西亚学习者(CSE:56;采用分层随机抽样的方法,选取沙捞越州撒拉罕市11岁的非cse人群56名。由50个问题组成的封闭式语言学习策略量表(sstill)被用来收集信息,SSPS版本25被用来解释一个独立的t检验,以确定受访者所采用的策略的显著性。研究结果:数据显示,马来西亚年轻的ESL学习者使用的最普遍的语言学习策略(LLS)是元认知策略,允许学习者管理他们的学习。非CSE学校的学习者比CSE学校的学习者使用更多的学习策略,并且两种学习者使用的学习策略类型没有显著差异。贡献:学校环境反映了对学生学业成功的重大影响,调查结果有助于在整个教育过程中量身定制教学策略,帮助学习者实现共同的教育目标。两所学校的教师都应该利用这个机会来构思、构建或分配任务,以推动学生充分发挥语言学习的潜力。关键词:语言学习,语言学习策略,学校类型,马来西亚青年学习者。引用自:Sani, S., & Ismail, H.(2022)。透过沙捞越英语青少年作为第二语言学习者的视角:识别他们的语言学习策略。自然科学学报,7(2),393 - 393。http://dx.doi.org/10.24200/jonus.vol7iss2pp399-423
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THROUGH THE LENS OF YOUNG SARAWAKIAN ENGLISH AS SECOND LANGUAGE LEARNERS: IDENTIFYING THEIR LANGUAGE LEARNING STRATEGIES
Background and Purpose: Different language learners have varying capacities to acquire L2, where some learners develop their learning strategies faster than others. Hence, it is critical for instructors to examine the degree of understanding and ability obtained by the learners through the investigation of their language learning strategies particularly on the type of schools the learners attend. This study, therefore, reveals frequently employed learning strategies in ESL classrooms based on the type of school the learners attend, notably the distinction between Cluster School of Excellence (CSE) and non-cluster primary school in Malaysia.   Methodology: This quantitative research gathered information through the administration of a survey questionnaire. In total, 112 young ESL Malaysian learners (CSE:56; Non-CSE:56) aged 11 were chosen through stratified random sampling in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) that consist of 50 questions was used to collect information and SSPS Version 25 was used to interpret an independent t-test to determine the significant in strategies employed by the respondents.   Findings: The data revealed that the most prevalent Language Learning Strategy (LLS) used by young Malaysian ESL learners are metacognitive strategies that allow learners to manage their learning. Learners in non-CSE school adopt learning strategies more than learners in CSE school and there is no significant difference in the type of learning strategies employed by both learners.   Contributions: School’s environment reflects a significant impact on the academic success of students and the result of the investigation helped throughout the educational process to tailor teaching strategies to help learners achieve common educational goals. Teachers from both schools should use this chance to conceive, construct, or assign tasks that will push students to reach their full potential in language learning.   Keywords: Language learning, language learning strategies, type of school, Malaysian young learner.   Cite as: Sani, S., & Ismail, H. (2022). Through the lens of young Sarawakian English as second language learners: Identifying their language learning strategies.  Journal of Nusantara Studies, 7(2), 399-423. http://dx.doi.org/10.24200/jonus.vol7iss2pp399-423
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