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Learning Strategy Applications with Students of English as a Second Language
Author(s) -
O'MALLEY J. MICHAEL,
CHAMOT ANNA UHL,
STEWNERMANZANARES GLORIA,
RUSSO ROCCO P.,
KÜPPER LISA
Publication year - 1985
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.2307/3586278
Subject(s) - linguistics , psychology , mathematics education , language assessment , language transfer , comprehension approach , language education , philosophy
Recent research on cognition has indicated the importance of learning strategies in gaining command over second language skills. Despite these recent advancements, important research questions related to learning strategies remain to be answered. These questions concern 1) the range and frequency of learning strategy uses by students learning English as a second language (ESL) and 2) the effects of training in learning strategies on English language skills. This study, which was conducted with high school ESL students, was carried out in two phases corresponding to the two research questions. In Phase I, ESL students and their teachers were interviewed to identify strategies associated with a range of tasks typically found in ESL classrooms and in other settings. Results indicated that students used a variety of learning strategies but typically used more familiar strategies and applied them to discrete‐point rather than integrative tasks. In Phase II, ESL students were randomly assigned to receive learning strategies training on vocabulary, listening, and speaking tasks. Results varied depending on the task but generally indicated that strategy training can be effective for integrative language tasks. Results are discussed in terms of implications for teaching and future research.