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Grammar Learning Strategies and Language Attainment: Seeking a Relationship

100%
Pawlak M.
Research in Language
|
2009
|
vol. 7
43-60
EN
Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
2
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Phonetically Gifted Students – on the Language Aptitude Components

100%
Zalisz K.
Linguistische Treffen in Wrocław
|
2020
|
issue 18
479-486
EN
The focal point of the article is to explore the notion of language aptitude from the perspective of phonetically gifted students. The introductory part includes an overview of primary as well as contemporary theories and research findings regarding the concept itself. Having presented the theoretical background, the following sections are devoted to the ongoing discussion concerning the language aptitude components and their mutual dependence. The final section focuses on possible perspectives and implications for further research in the area of foreign language attainment. Additionally, the author’s work-in-progress study on phonetically gifted students is delineated.
3
Publication available in full text mode
Content available

Grammar Learning Strategies and Language Attainment: Seeking a Relationship

100%
Pawlak M.
Research in Language
|
2009
|
vol. 7
43-60
EN
Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
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