Date of Award
Bachelor of Education Honours
Faculty of Education
Strategies used by learners of Japanese as a second language were examined. A total of 26 students, seven male and seven female students in Year 8 and six male and six female students in Year 11 in secondary education from two single sex schools were surveyed to investigate preferred language learning strategies. The instrument used was the Strategy Inventory for Language Learning (Oxford 1990). Six language learning strategy categories were used to classify sample responses. Subjects were also interviewed individually to find out what strategies they used in classroom and non-classroom settings. Students maintained a diary for a six week period to determine the range of strategies used by learners outside the classroom. Results of interview and diary were compared with survey results to provide further information about the relationship of gender and year level with choice of strategy in classroom and non-classroom settings. Survey results indicated that all of the strategies: memory, cognitive, compensation, metacognitive and social except affective were reported as sometimes used by respondents. Affective strategies were not widely reported and none of these strategies were reported as always or generally used by either gender or year level. The interview and diary analysis revealed that the direct strategies: memory, cognitive and compensation were favoured more than indirect strategies by all respondents In classroom and non-classroom settings.
Ainsworth, S. G. (1993). Strategies In Learning Japanese As A Second Language In Secondary School. Retrieved from http://ro.ecu.edu.au/theses_hons/441