A study of the use of language learning strategies by Hong Kong junior secondary students in learning Japanese as a third language

2006 ◽  
Author(s):  
Wing-sze, Caterina Ho
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Learning Strategies ◽  
Secondary Students ◽  
Language Learning Strategies ◽  
Third Language ◽  
Junior Secondary

scholarly journals The use of language learning strategies in a second and third language: The case of foreign language majors

2018 ◽  
Vol 8 (2) ◽  
pp. 427-443 ◽  
Author(s):  
Mirosław Pawlak ◽  
Zuzanna Kiermasz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Third Language ◽  
The Third ◽  
Proficiency Level ◽  
Scant Attention ◽  
High Level

Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.

scholarly journals BADANIE STRATEGII UCZENIA SIĘ W JĘZYKU DRUGIM I TRZECIM

Neofilolog ◽  
2018 ◽  
pp. 79-93
Author(s):  
Zuzanna Kiermasz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Metacognitive Strategies ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Research Project ◽  
Third Language ◽  
Research Tools

Although language learning strategies are a well-researched topic, there are still some aspects which need further investigation and one of these is the application of strategic devices in the second and third language. The following article seeks to compare how learners of two foreign languages use strategies and shows both differences and similarities between the application of strategic devices by presenting the results of a research project in which a questionnaire and an interview were used as the research tools. Strategies were found to be used more often when learning the L2 than during the process of learning the L3. Dissimilarities were observed in the specific types of strategies used, especially in the case of metacognitive strategies, while similarities were noted in the use of affective strategies.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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