Situating Language Learning Strategy Use: Present Issues and Future Trends

368 Pages·2021·3.521 MB·

by  Zoe Gavriilidou, Lydia Mitits

Situating Language Learning
Strategy Use
SECOND LANGUAGE ACQUISITION
Series Editors: Professor David Singleton, University of Pannonia,
Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and
Associate Professor Simone E. Pfenninger, University of Salzburg,
Austria
This series brings together titles dealing with a variety of aspects of
language acquisition and processing in situations where a language or
languages other than the native language is involved. Second language is
thus interpreted in its broadest possible sense. The volumes included in
the series all offer in their different ways, on the one hand, exposition and
discussion of empirical findings and, on the other, some degree of theoretical
reflection. In this latter connection, no particular theoretical stance is
privileged in the series; nor is any relevant perspective – sociolinguistic,
psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended
readership of the series includes final-year undergraduates working on
second language acquisition projects, postgraduate students involved
in second language acquisition research, and researchers, teachers and
policymakers in general whose interests include a second language
acquisition component.
All books in this series are externally peer-reviewed.
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can be found on http://www.multilingual-matters.com, or by writing to
Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1
2AW, UK.
SECOND LANGUAGE ACQUISITION: 146
Situating Language
Learning Strategy Use
Present Issues and Future Trends
Edited by
Zoe Gavriilidou and Lydia Mitits
MULTILINGUAL MATTERS
Bristol • Blue Ridge Summit
DOI https://doi.org/10.21832/GAVRII6713
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Gavriilidou, Zoe, editor. | Mitits, Lydia – editor.
Title: Situating Language Learning Strategy Use: Present Issues and Future
Trends/Edited by Zoe Gavriilidou and Lydia Mitits.
Description: Bristol; Blue Ridge Summit: Multilingual Matters, 2020. |
Series: Second Language Acquisition: 146 | Includes bibliographical
references and indexes. | Summary: ‘This book presents the latest
research on the role of strategy use and development in second and
foreign language teaching and learning. It will equip scholars and
practitioners with the knowledge to help them better appreciate how
language learning strategies contribute to and are linked with language
learning processes’ – Provided by publisher.
Identifiers: LCCN 2020033212 (print) | LCCN 2020033213 (ebook) | ISBN
9781788926713 (hardback) | ISBN 9781788926720 (pdf) | ISBN 9781788926737
(epub) | ISBN 9781788926744 (kindle edition)
Subjects: LCSH: Language and languages – Study and teaching – Foreign
speakers. | Second language acquisition.
Classification: LCC P51 .S525 2020 (print) | LCC P51 (ebook) | DDC
418.0071 – dc23
LC record available at https://lccn.loc.gov/2020033212
LC ebook record available at https://lccn.loc.gov/2020033213
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-671-3 (hbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK.
USA: NBN, Blue Ridge Summit, PA, USA.
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Copyright © 2021 Zoe Gavriilidou, Lydia Mitits and the authors of the individual
chapters.
All rights reserved. No part of this work may be reproduced in any form or by any
means without permission in writing from the publisher.
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Contents
Figures and Tables ix
Contributors xiii
Foreword by Peter Yongqi Gu xxi
Preface xxv
Introduction xxix
Part 1: Language Learning Strategies: Where Do We Go from Here?
1 Language Learner Strategies: A Call for Fine-tuned
Strategy Categorization 3
Andrew D. Cohen
2 Consciously Keeping Watch: Self-regulation and Learning
Strategies 25
Rebecca L. Oxford
Part 2: New Pathways to Language Learning Strategy Research
3 Speaking Strategies and Speaking Ability in ESP
Classrooms in a Higher Education Setting 37
Milevica Bojović
4 Vocabulary Learning Strategy Surveys in Second Language
Acquisition: Design, Context and Content 68
Richard LaBontee
5 Exploring EFL Learners’ Paths through Vocabulary Learning
Using Narrative Frames 89
Višnja Pavičić Takač and Sanja Marinov
6 The Language of the Home in Learning L2 Vocabulary 112
Thomaϊ Alexiou, Lydia Mitits and James Milton
7 Strategic Construal of Particle Verbs (PVs) in Croatian
Secondary School Learners of English 128
Ana Petanjak Dedić and Renata Geld
v
vi Contents
Part 3: Language Learning Strategies in Context
8 Situating Language Learning Strategy Use and Instruction:
The Greek Context 145
Angeliki Psaltou-Joycey
9 Task-specific Strategy Use in Video-mediated Integrated
Writing: The Greek EAP Context 165
Iris Papadopoulou, Ifigeneia Machili and Zoe Kantaridou
10 Understanding Language Learning Strategies in Context:
The Case of Russian Students Learning Greek as a
Foreign Language 181
Zoe Gavriilidou, Irina Tresorukova and
Antonios Mylonopoulos
11 EFL Learning Strategies and Motivational Orientations
of Multilingual Learners in Mainstream and
Dual-immersion Schools 200
Lydia Mitits, Zoe Gavriilidou and Athina Vrettou
Part 4: Aspects of Language Learning Strategy Instruction
12 Morphological Segmentation in Strategy-based
Instruction: Towards a Graded Morphological Syllabus
of Modern Greek 221
Maria Mitsiaki and Anna Anastassiadis-Symeonidis
13 Promoting Learner Autonomy through Learning Strategy
Instruction with College EFL Students 242
Nae-Dong Yang
14 Promoting Learners’ Critical Thinking and Developing
Reading Strategies through Critical Video-gaming 268
Vasiliki-Agathi Theodoridou and Anna-Maria
Hatzitheodorou
15 Using Digital Supportive Feedback for the Strategic
Training of Young EFL Learners 282
Anna-Theodora Veliki and Angeliki Psaltou-Joycey
Appendix A: VLS Surveys 301
Appendix B: A Completed and Coded Narrative Frame 307
Appendix C: Class A Course Syllabus 308
Appendix D: Class B Course Syllabus 309
Appendix E: Unit 4 Lesson Plan 310
Appendix F: Unit 4 Activities and Tasks 312
Contents vii
Appendix G: Needs Analysis Questionnaire 316
Appendix H: Sample Diary Entry 317
Appendix I: Learner Beliefs Questionnaire 318
Appendix J: Questionnaire and Vocabulary Tests 319
Appendix K: Interactive Material 321
Subject Index 323
Author Index 326

Figures and Tables
Figures
2.1 The Seeing Eye 25
5.1 A snapshot of corpus output (sorted by the node,
i.e. the codes) 99
5.2 SRCvoc for groups of cases, with means and standard
errors for the whole sample 101
6.1 Vocabulary profile of Greek monolinguals 119
6.2 Vocabulary profile of Turkish L1 120
6.3 Vocabulary profile of Greek L2 produced by
Turkish L1 speakers 121
7.1 Integrated model of second language acquisition
(taken from Geld, 2009: 35) 130
7.2 Domains of strategic triggers and strategic
performance (based on Geld & Stanojević, 2018) 131
8.1 Articles of children’s clothing 160
11.1 The importance of English 208
11.2 Interest in foreign languages 208
13.1 Students’ assessment of self-set assignments
performance in Final Self-Evaluation 253
13.2 Instructor’s assessment of Class A’s two self-set
assignments (SSA) 254
13.3 Instructor’s assessment of Class B’s two self-set
assignments (SSA) 254
Tables
2.1 Prototypical features of LLS 28
3.1 Scale of communicative language ability –
speaking ability 48
ix
x Figures and Tables
3.2 The overall use of EFL speaking strategies – frequencies 52
3.3 The use of EFL speaking strategies by biotechnology
students – self-report scores 53
3.4 Level of communicative language ability in formal
education context 56
3.5 Differences in EFL speaking strategy use dependent on
overall CLA (Communicative Language Ability) levels 58
3.6 No differences in EFL speaking strategy use across
overall CLA (Communicative Language Ability) levels 60
4.1 Language learning strategy taxonomy (Oxford, 1990) 71
4.2 ‘A taxonomy of kinds of vocabulary-learning strategies’
(Nation, 2013: 328) 72
4.3 Breakdown of VLS instrument contents and
development 77
4.4 VLS taxonomy comparison chart 80
4.5 Overview of SVLSS 1.2 and SVLSS 2.0 classification
system 81
5.1 Frequency of themes found in narrative frames 99
5.2 Characteristics of successful and unsuccessful learners 100
6.1 Mean EFL vocabulary size scores and the CEFR
(adapted from Meara & Milton, 2003) 118
6.2 Mean vocabulary sizes among Greek monolinguals 120
6.3 Mean vocabulary sizes among Turkish L1 speakers 120
6.4 Mean vocabulary sizes among Greek L2 speakers 121
7.1 Frequency (%) of the types of answer in the whole
sample (N = 90) 137
7.2 The effect of the semantic nature of the verb on the
types of answer 137
7.3 The effect of age on the types of answer 138
7.4 The interaction of age and the semantic nature of the verb 138
9.1 Participants’ demographic characteristics 171
9.2 Principal component analysis for the SIIW items 172
9.3 Principal component analysis for the SIVMIT items 173
9.4 Correlations among the factors of the two inventories 176
10.1 Means (SD) for strategy use according to motivation 190
10.2 Means (SD) for strategy use according to years of study 190
10.3 Means (SD) for strategy use according to academic level 191
10.4 Means (SD) for strategy use according to self-reported
proficiency 191