Evde,İşte,Okulda YDS


Research in the last three
decades on second and foreign language learning strategies
has witnessed prolific and vigorous growth. Numerous studies around the world have
contributed to both theory and teaching by showing fruitful results supporting the
significant role of language learning strategies for effective and successful language
learning. Factors related to language learning strategy use range from cultures and
educational contexts to individual learner variables, such as gender, motivation, learning
styles, years of learning, proficiency, and achievement. The majority of investigations
have focused on young adult and adult learne
rs, with fewer studies exploring learning
strategy use by children at the elementary school level.
This current study investigating Taiwanese elementary school students’ strategy use
bears significance in the following four area
s. (a) It has a large-size sample of 1,191
participants. (b) It includes four major geographi
cal areas of Taiwan: north, central, south,
and east. (c) It explores eight independent variables: geographical area, gender, father
education, mother education, liking of learning English, self-rated English proficiency,
self-choice of studying English at a private institute, and prior English learning. (d) It
employs three research instruments for data collection: a questionnaire, a vocabulary

performance task, and student interviews.
By listening to the voice of Taiwanese children through the questionnaire, the
performance task, and the interviews, this dissertation has provided new and more
comprehensive information about young learners’ strategy use. The results provide
implications for both theory and pedagogy. For example, to facilitate children’s English
language learning, teachers need to further understand the importance of vocabulary
learning. Woven into regular language instruc
tion, teachers should also start teaching
students how to use both vocabulary learning
strategies and general learning strategies.
The goal is to help students develop strategies for effective and enjoyable learning so that
they will be better equipped to cope with the challenges of language learning

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