Language learning strategies are actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed and more effective (Oxford, 2017). Second language acquisition research has related language learning strategy instruction to improved learning outcomes, and has also shown that strategies can be modelled and trained (Plonsky, 2011, 2019). However, this research has mainly focused on academic students and has rarely included LESLLA learners. In this presentation, we aim to focus at strategies in the LESLLA classroom, both from the perspectives of the teachers and from the learners.
Data from two studies will be presented. The first is a survey study, focussing on LESLLA teachers' modelling and training of strategies. Research questions were: What are the strategies that LESLLA teachers model and train? Are there any teacher or learner variables related to strategy focus? And can teacher profiles be distinguished? A Likert type scale was constructed, tapping into four different strategy types: metacognitive, cognitive, social and affective. 82 LESLLA teachers in the Netherlands participated in the study. The results suggested that LESLLA teachers model and train metacognitive and social strategies most often, and affective and cognitive strategies least frequently. Differences between teachers could not be related to their experience, their training, or the proficiency of their learners, but the results did reveal major differences in strategy focus between teachers, from a very strong focus on most strategies, to hardly any strategy focus at all.
The second study is based on interviews with LESLLA learners. Based on a Constructed Grounded Theory analysis (Charmaz, 2014), we explored the factors that help and hinder learning, and the strategies that learners report to use to enhance learning and to overcome obstacles.
We will conclude with suggestions for LESLLA practice and for further research, based on both studies.
Charmaz, K. (2014). Constructing grounded theory. Sage.
Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies. Routledge.
Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x
Plonsky, L. (2019). Language learning strategy instruction: recent research and future directions. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom. (pp. 3–21). Multilingual Matters.
