Enhancing independent learning competence and grammar language learning strategies

Ghannam, J., 2019. Enhancing independent learning competence and grammar language learning strategies. In: C. Goria, L. Guetta, N. Hughes, S. Reisenleutner and O. Speicher, eds., Professional competencies in language learning and teaching. Research-publishing.net, pp. 31-40. ISBN 9782490057399

Preview

Text 1437917_Ghannam.pdf - Published version Download (399kB) | Preview

Abstract

In an ever-evolving competitive world, learning a Foreign Language (FL) has become essential. To enhance learners’ learning proficiency, learners should be encouraged to build the necessary competence for learning an FL, and this could be done by enhancing the employment of Language Learning Strategies (LLSs), as LLSs constitute an essential aspect of boosting and promoting the learning process (Chamot, 2001; Griffiths, 2003; Griffiths and Oxford, 2014; Oxford, 1990; Rubin, 1975). They have a persuasive and advocate role as an aid for learners to boost and improve their language learning proficiency, and have been explored by researchers since the 1970's. Despite the crucial developments on LLSs since the 1970's, Grammar Learning Strategies (GLSs) are in their infant stage in the field. LLSs researchers have not given as much attention to GLSs as to the other language skills; therefore, GLSs have largely been ignored (Anderson, 2005; Cohen, 2011; Cohen, Pinilla-Herrera, Thompson, and Witzig, 2001; Oxford, Lee, and Park, 2007; Pawlak, 2009a; Pawlak, 2012). For example, Oxford et al. (2007, p. 117) called GLSs the "Second Cinderella" of LLSs research. This paper will report a study that aimed at enhancing dependent learning competence through employing GLSs by investigating how FL learners develop their GLSs and how they solve their grammar learning problems using such strategies. Research participants were male and female university students studying different European and non-European languages. The results show the high rate of using cognitive GLSs especially in explicit inductive and explicit deductive learning to promote their independent language learning competence to face their grammar learning difficulties.

Item Type:	Chapter in book
Creators:	Ghannam, J.
Publisher:	Research-publishing.net
Date:	8 June 2019
ISBN:	9782490057399
Identifiers:	Number Type 10.14705/rpnet.2019.34.912 DOI 1437917 Other
Rights:	© 2019 Jumana Ghannam. Rights: the whole volume is published under the Attribution-NonCommercial-NoDerivatives International (CC BY-NC-ND) licence; individual articles may have a different licence. Under the CC BY-NC-ND licence, the volume is freely available online (https://doi.org/10.14705/rpnet.2019.34.9782490057399) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted.
Divisions:	Schools > School of Arts and Humanities
Record created by:	Linda Sullivan
Date Added:	12 May 2021 14:05
Last Modified:	31 May 2021 15:03
URI:	https://irep.ntu.ac.uk/id/eprint/42854

Actions (login required)

Edit View

Views

Downloads