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This study researched the relationship between patterns of language learning strategy used by speakers of other languages and language proficiency. Participants were 348 students of English aged 14-64 years from 21 countries enrolled in a private language school in Auckland, New Zealand. Proficiency levels varied from elementary to advanced. Students completed the Oxford Placement Test and an oral interview to assess their ability to communicate effectively and fluently and to understand and answer questions with appropriate vocabulary and accurate grammar. Some students completed a written task. After placement, students completed regular tests in subsequent weeks based on work covered in class, then were promoted as appropriate. The instrument used to measure frequency of language learning strategy was the self-scoring Strategy Inventory for Language Learning for speakers of other languages. Data were collected as part of the regular classroom routine. Results highlighted a statistically significant relationship between frequency of language learning strategy use and proficiency. The average frequency of strategy use across all students was 3.2. Twelve strategies were used frequently across all students, and advanced students used another 15 frequently. European students were more proficient than other students and reported using language learning strategies more frequently. (Contains 17 references.) (SM)

Descriptors: English (Second Language), Foreign Countries, Language Proficiency, Learning Strategies, Second Language Instruction, Second Language Learning, Teaching Methods

Autor: Griffiths, Carol


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