Botos Lilla Zsanett

Second Language Acquisition

29/02/2024

Handout B

Poor and Good Learners’ Language Beliefs and Their Influence on Their Language

Learning Strategy Use

M.Naci Kayaoğlu

B1.Introduction

• Beliefs are based on L's own experiences

• Learning is subjective, unique, and shaped by experiences

• Ls are actively involved in making sense of the language by (re)constructing meaning, and

relating new information to the existing knowledge.

• Concepts and approaches affect the quality of learning. Are they pre-existing factors or

interactive complimentary components?

• Little attention to how beliefs affect strategies, the relationship between the process and product

for good, poor LL

• In the 70s-80s they focused on good and poor learners' actions doings, what makes a good learner

successful in the same environment.

• Rubin, Stern, and Naimann identify characteristics of good language learner inventory:

• Language belief and other factors could explain the difference between GLL and PLL

B2.Language Learning Strategies

• Ls are actively involved in the process of learning

• Strategies are goal-oriented behaviors, mental operations - use, (un)consciously to learn, ease

acquisition

• Oxford: 2 major groups

 • Strategies as information processing framework: has 2 types of knowledge stored in memory

declarative knowledge factual information about the SL that we have not integrated or

automatized yet), procedural knowledge (what we know how to do)

• Ellis's strategy features

• Growing interest in strategies: gender, personality type, nationality, mother tongue, TL influence

strategy use while strategy seems to not affect style

B3. Method, Sample, and Setting

• Quantitative: find the relationship between GLL and PLL beliefs and strategy use beliefs construct

LL behavior; GLL, PLL adults beliefs about foreign language and language learning; GLL, PLL

strategy use

• Using inferential statistics, and non-parametric tests to compare groups and infer

• 2 questionnaires

• Calculated with SPSS (reliable)

• Sample: 146 (86 PLL, 60 GLL) from 1885 university Ss in a language program in 2009-2010 in

Turkey (1-year-program for 5 months now, took a placement test)

B4. Findings and discussions

1. Beliefs about Learning and Communication

• Perfect pronunciation: for poor learners (88.4%) it is important, good learners (80%) ignore it

• Accuracy: PLL (60%) think they should not speak unless it's perfect because it is hard to get rid

of mistakes, GLL (17.7%)

• Guessing unknown words: GLL (88,4%) use it more than PLL (25.6%)

• Practicing with other students: BOTH say it's beneficial

• Watchig English tv, videos: GLL (91.7%) do it more than PLL (40.5%)
 • Using mother tongue in English classroom: GLL (70%) against using

2. Perception of Ability, Good Ear, and Memory in Language Learning

• Both (GLL 90%, PLL 79.1%) believe that possessing a special ability is important (good ear,

memory) for learning

• Both (over 80%) think good ear and memory are needed

3. Perception of Possessing Ability, Good Ear, and Memory in Language Learning

• Special ability (good ear, memory): BOTH find it crucial, but have different perceptions

• Few PLLs (18,6%) have positive feelings about having them, most underestimate themselves

• Believing in not having ability leads to not taking risks, avoiding certain strategies, and actions

that could be effective

4. Beliefs about the Nature of Language Learning

• Need to know about the culture to speak English: GLL (71.6%), and PLL (20.9%) agree

• It is best to learn English in an English-speaking country: PL.L (86%) agree, GLL(81.7%)

disagree-Weiner's attribution theory

• Learning a language is different from learning other academic subjects: BOTH (over 73%)

agree

• Learning vocabulary is the most important part of language learning: GLL (78,3%) agree,

PLL (80.9%) disagree

• Knowing grammar rules and translation is the most important part of language learning: PLL

(3.2%; 81.4%) > 𝐺𝐿𝐿(35%, 30%) agree

• Cannot learn a foreign language regardless of effort: PLL (51.1%)>GLL (38.3%) agree

• It affects how much they can learn, undervalue some learning strategies

Analysis of Language Learning Strategies

• Mann-Whitney U-Test assesses the significant differences between PLL, and GLL, has 6

major strategy groups, a 5-point scale (always-never, 1-5), is analyzed with Oxford's

taxonomy (memory, cognitive, compensation, metacognitive, social, and affective).

1. Memory strategies

• GLL uses more associating/elaborating, using imagery through remembering location great

aid for recalling, comprehension, making it easier to remember the material, putting concepts

into context, using more rhymes to remember words

2. Cognitive strategies

• GLL uses more cognitive strategies such as repeating, formally practicing with sounds and

writing systems, recombining, practicing naturalistically, using formulas and patterns

(boosts confidence, production, fluency), deductive reasoning (creating hypothesis is

important in language development)

• PLL often prefer word-for-word translation, think in Turkish more often, taking notes in their

mother tongue-risk capacity

3. Compensation strategies

• GLL uses a higher frequency of it by guessing (non-)linguistic, communicative knowledge

filling in gaps, remain active in interaction.

4. Metacognitive strategies

• GLL coordinates, organizes, arranges, plans, and sets learning goals, and objectives

efficiently and significantly more

• GLLs are more selective, and directive in paying attention, setting goals, and self-

monitoring, they avoid irrelevant distracters, focus on tasks, and details, and have more

realistic monitoring of language patterns.

• GLL notice details that lead to quick learning

5. Affective and Social strategies

• GLLs make positive statements, discuss feelings in and outside of the classroom, and are

more aware of potential frustrations, and difficulties which helps them diminish inhibitions

and anxieties.

Correlation between Belief about Vocabulary and Strategy use

• Spearman Correlation Coefficient analyzes strategy and beliefs relationship, find a reason

why GLL uses more strategies

• Belief and role of vocabulary: 5 major vocabulary strategies are used by GLL, vocabulary-

based strategies are crucial (placing new words in a context, using sounds and imagery,

grouping, analyzing expressions)

Correlation between special abilities

• GLL believe in the existence of special abilities, also think they possess them which

encourages them to use more strategies

• PLL have negative correlation (-.443) with them.

Correlation between Belief about Practicing and Strategy use

• From the BALLI, SILL questionnaires: the perception of repeating, practicing in language,

and strategy use have a systematic relationship

• Repeating, and practicing are connected to certain vocabulary-related strategies

Correlation between Belief about Speaking and Strategy use

• GLL seeks many ways to speak English and wants strong speaking skills.

• Guessing, and task persistence correlate with metacognitive, social strategies

• Speaking only correctly correlates with excellent pronunciation

• PLL: the view of the best way to learn the language is in an English-speaking country

correlates with the need for excellent pronunciation

B5. Conclusion

• Conforms previous findings

• Highly proficient Ss use more metacognitive strategies

• Successful LL uses more language learning strategies

• Different strategies for different tasks

• Limited quantitative, idiosyncratic tradition

• Existence of special abilities, the importance of pronunciation, valuing practice by previous

research

• Strategies combined with Ss' beliefs help teachers (GLL focused on communication, use

more compensation, communicative-focused, metacognitive strategies)