EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL

Authors

DOI:

https://doi.org/10.20535/2410-8286.228502

Abstract

The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction “top-down” and “bottom-up” in the process of pre-service teachers’ professionally oriented English communication. Findings. The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants’ knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice. Combining “top-down” and “bottom-up” explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.

Downloads

Download data is not yet available.

Author Biographies

Natalia Dmitrenko, Vinnytsia State Pedagogical University named after Mykhailo Kotsiubynskyi

Department of Methods of Foreign Languages Teaching, PhD, Associate Professor

Liudmyla Melnyk , Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University

Senior Instructor, Department of Methods of Foreign Languages Teaching

References

  1. Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: the effect of duration of English language study and gender. Theory and Practice in Language Studies, 7, 18-28. https://doi.org/10.17507/tpls.0701.03
  2. Alshammari, S. (2020). EFL vocabulary learning strategies used by Saudi Arabia university students. Advanced Education, 16, 28-38. https://doi.org/10.20535/2410-8286.202436
  3. Anderson, N. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Lawrence Erlbaum Associates.
  4. Bespalko, V. P. (1968). Opyt razrabotki i ispolzovaniya kriteriyev kachestva usvoyeniya znaniy [Experience in the development and use of criteria for the quality of knowledge assimilation]. Soviet Pedagogy, 4, 52-69.
  5. Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41(2), 81-92. https://doi.org/10.1207/s15430421tip4102_4
    |
  6. Chamot, A. U., & O’Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227-249. https://doi.org/10.2307/3586733
    |
  7. Chamot, A. U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update. In P.A. Richard-Amato & M.A. Snow (Eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (pp.87-101). Longman.
  8. Charoento, M. (2017). Individual learner differences and language learning strategies. Contemporary Education Researches Journal, 7, 57-72. https://doi.org/10.18844/cerj.v7i2.875
  9. Cohen, A. (2006). Styles and Strategies-Based Instruction: A Teachers’ Guide. Centre for Advanced Research on Language Acquisition, University of Minnesota.
  10. Cohen, A. D. (2000). Strategies in Learning and Using a Second Language. Addison Wesley Longman Ltd.
  11. Council of Europe. (2018). Common European Framework of reference for languages: learning, teaching, assessment – Companion volume with new descriptors. Council of Europe Publishing.
  12. Dawadi, S. (2017). Language learning strategies profiles of EFL learners in Nepal. European Journal of Educational and Social Sciences, 2, 42-55. https://files.eric.ed.gov/fulltext/ED578188.pdf
  13. Dmitrenko, N. Ye. (2000). Avtonomne navchannia profesiino oriientovanoho anhlomovnoho spilkuvannia maibutnikh uchyteliv matematyky: monohrafіia [Autonomous training of professionally oriented English communication of prospective teachers of Mathematics: monograph]. Vinnytsia, Ukraine: TOV Tvory.
  14. Dmitrenko, N., Nikolaeva, S., Melnyk, L., & Voloshyna, O. (2020). Autonomous ESP Learning of Prospective Teachers of Mathematics. Revista Romaneasca pentru Educatie Multidimensionala, 12(1), 86-104. https://doi.org/10.18662/rrem/201
  15. Fisher, R. A. (2017). Statistical methods for research workers. Delhi: Kalpaz, New Delhi, India: distributed by Gyan Books Pvt. Ltd.
  16. Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. https://doi.org/10.2307/3587625
    |
  17. Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. Routledge.
  18. Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383. https://doi.org/10.1016%2FS0346-251X(03)00048-4
    |
  19. Griffiths, C. (2013). The strategy factor in successful language learning. Multilingual Matters.
    |
  20. Griffiths, C., & Incecay, G. (2016). New directions in language learning strategy research: engaging with the complexity of strategy use. In C. Gkonou, D. Tatzl, and S. Mercer (Eds.), New Directions in Language Learning Psychology (pp.25-38). Berlin: Springer. https://doi.org/10.1007/978-3-319-23491-5_3
  21. Gu, P. Y. (2019). Approaches to Learning Strategy Instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp.22–37). Multilingual Matters.
  22. Habók, A., & Magyar, A. (2018). The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement. Frontiers in Psychology, 8, 1-8. https://doi.org/10.3389/fpsyg.2017.02358
    |
  23. Habók, A., Kong, Y., Ragchaa, J., & Magyar, F. (2021). Cross-cultural differences in foreign language learning strategy preferences among Hungarian, Chinese and Mongolian University students. Heliyon, 7(3), e06505. https://doi.org/10.1016/j.heliyon.2021.e06505
    |
  24. Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling. NY: Guilford Press.
  25. Lai, Ying-Chun. (2013). Integrating vocabulary learning strategy instruction into EFL classrooms. Taiwan Journal of TESOL, 10(1), 37-76. Retrieved 12 October 2019 from http://www.tjtesol.org/index.php/current-issue/69-vol-10-no-1/385-integrating-vocabulary-learning-strategy-instruction-into-efl-classrooms.html
  26. Lee, K. (2003). The relationship of school year, sex and proficiency on the use of learning strategies in learning English. Asian EFL Journal, 5(4), 1-36. Retrieved 15 November 2018 from http://www.asian-efl-journal.com/sept_03_ok.pdf
  27. Macaro, E. (2001). Learner strategies in second and foreign language classrooms. London Continium.
  28. Naeimi, M., & Foo, T. (2015). Vocabulary acquisition through direct and indirect learning strategies. English Language Teaching, 8 (10), 142-151. https://doi.org/10.5539%2Felt.v8n10p142
  29. O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
  30. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House / Harper & Row.
  31. Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies: Self-Regulation in Context. New York, NY: Routledge.
  32. Oxford, R. L., & Leaver, B. L. (1996). A synthesis of strategy instruction for language learners. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp.227-246). University of Hawaii Press.
  33. Person, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: a review of research and a new conceptualization of learning. Elementary School Journal, 88(2), 151-165. https://doi.org/10.1086/461530
  34. Pfenninger, S., & Singleton, D. (2017). Beyond Age Effects in Instructional L2 Learning: Revisiting the Age Factor. Clevedon: Multilingual Matters. https://doi.org/10.21832/PFENNI7623
  35. Platsidou, M., & Kantaridou, Z. (2014). The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners. Journal of Language and Literature, 5(3), 253-260. https://doi.org/10.7813/jll.2014/5-3/43
  36. Rahimi, M., Riazi, A., & Saif, S. (2008). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. CJAL, 11(2), 31-60. Retrieved 5 June 2019 from https://journals.lib.unb.ca/index.php/CJAL/article/view/1991
  37. Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. Language Learning Journal, 44, 90-106. https://doi.org/10.1080/09571736.2012.733886
    |
  38. Rubin, J., Chamot, A., Harris, V., & Anderson, N. (2007). Intervening in the use of strategies. In A.D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp.141-160). Oxford: Oxford University Press.
  39. Sarada, J. (2019). The use of ‘5a learning portfolio’, a technique of learning strategies based on self-directed learning and metacognition to enhance English learning skills of Thai engineering students. PSAKU International Journal of Interdisciplinary Research, 8(1), 35-47.
  40. Shawer, S. F. (2016). Four language skills performance, academic achievement, and learning strategy use in preservice teacher training programs. TESOL Journal, 7, 262-303. https://doi.org/10.1002/tesj.202
    |
  41. Taghinezhad, A., Azizi, M., Shahmohammadi, S., Kashanifar, F., & Azadikhah, M. (2016). Comparing the effects of direct and indirect learning strategies on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, 3, 133-143. Retrieved 18 November 3018 from https://www.researchgate.net/publication/293719534
  42. Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-42. https://doi.org/10.1111%2Fj.1944-9720.1996.tb01246.x
    |
  43. Thomson, R., & Mehring, J. (2016). Better vocabulary study strategies for long term learning. University Humanities Review, 20, 133-141. Retrieved 18 November 2018 from https://www.semanticscholar.org/paper
  44. Urlaub, P. (2012). Reading strategies and literature instruction: Teaching learners to generate questions to foster literary reading in the second language. System, 40, 296-304. http://doi.org/10.1016/j.system.2012.05.002
    |
  45. Zare, P. (2012). Language learning strategies among EFL/ESL learners: A review of literature. International Journal of Humanities and Social Science, 2(5), 162-169. Retrieved from http://www.ijhssnet.com/journals/Vol_2_No_5_March_2012/20.pdf

Downloads

Published

2021-07-31

How to Cite

Dmitrenko, N., & Melnyk , L. . (2021). EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL. Advanced Education, 8(18), 19–29. https://doi.org/10.20535/2410-8286.228502

Issue

2021: Issue 18

Section

ARTICLES

License

Copyright (c) 2021 Natalia Dmitrenko, Liudmyla Melnyk

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).