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Understanding of language learning in foreign language settings: A case study of learning strategy choice and use

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Abstract:

In the field of language education, learning environment has been one of the most important factors that affect language learning process, such as learning strategies and motivation. Much research has been done in comparing second-language settings (i.e., learning Japanese in Japan) and foreign-language settings (i.e., learning Japanese in Canada). Due to globalization, the boundary between second-language (L2) and foreign-language (FL) settings became blurred. Therefore, we cannot see the language learning process based on this categorization. Instead, it is necessary to examine it in various kinds of environments within each setting in order to contribute to a more comprehensive understanding of the influences on learning. This challenges the simply dichotomized understanding of learning.
To this end, this research investigated how learning environment influences learners’ language learning strategy choice and use in two different types of Japanese FL learning settings. One is an intensive course in Canada, where learners are exposed to Japanese only during the class, and the other is an intensive residential course in the USA, where learners are required to speak only Japanese at all times while in the program. Quantitative data was collected through a questionnaire survey developed upon Oxford (1989), Schmitt (1997), and Pavičić Takač (2008). Then, follow-up interviews were conducted with selected participants. Based on the data, we present the insight into how these two specific FL contexts affect learners’ learning strategy choice and use. In conclusion, we address the need to adjust classroom instruction to the characteristics of each learning environment.

Author's Keywords:

Learning strategy, Learning environment, Second language education
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492853_index.html
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MLA Citation:

Senoo, Yasuko. and Yonemoto, Kazuhiro. "Understanding of language learning in foreign language settings: A case study of learning strategy choice and use" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492853_index.html>

APA Citation:

Senoo, Y. and Yonemoto, K. , 2011-05-01 "Understanding of language learning in foreign language settings: A case study of learning strategy choice and use" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492853_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In the field of language education, learning environment has been one of the most important factors that affect language learning process, such as learning strategies and motivation. Much research has been done in comparing second-language settings (i.e., learning Japanese in Japan) and foreign-language settings (i.e., learning Japanese in Canada). Due to globalization, the boundary between second-language (L2) and foreign-language (FL) settings became blurred. Therefore, we cannot see the language learning process based on this categorization. Instead, it is necessary to examine it in various kinds of environments within each setting in order to contribute to a more comprehensive understanding of the influences on learning. This challenges the simply dichotomized understanding of learning.
To this end, this research investigated how learning environment influences learners’ language learning strategy choice and use in two different types of Japanese FL learning settings. One is an intensive course in Canada, where learners are exposed to Japanese only during the class, and the other is an intensive residential course in the USA, where learners are required to speak only Japanese at all times while in the program. Quantitative data was collected through a questionnaire survey developed upon Oxford (1989), Schmitt (1997), and Pavičić Takač (2008). Then, follow-up interviews were conducted with selected participants. Based on the data, we present the insight into how these two specific FL contexts affect learners’ learning strategy choice and use. In conclusion, we address the need to adjust classroom instruction to the characteristics of each learning environment.


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What they learn besides language: The non-linguistic benefits of studying a foreign language in primary school

Language Policies and Practices on the Ground: A Case Study of Science Teachers' English Language Learning Policies


 
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