The relationship between the use of language learning strategies and performance on a standardised English proficiency test

[摘要] ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in theEnglish Foreign Language programme at Stellenbosch University. The relationships betweenstudents' reported language learning strategy use and their language proficiency asmeasured on a standardised English language proficiency test were recorded and theinfluence of other learner factors such as age, gender, motivation, culture and educationalbackground, and teacher-centeredness versus learner/learning-centeredness in learningsituations and curricula were explored.A literature review was done to provide some insight into similar research conductedinternationally and in South Africa and to provide a framework for this investigation.Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) andVan der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for thisinvestigation.The research is primarily qualitative and set in an interpretivist paradigm in an attempt tofirstly explore the relationship between reported language learning strategy use and Englishlanguage proficiency in the skills of reading and listening and secondly to explore otherfactors which could impact on the development of English language proficiency in all fourlanguage skills. The study was not concerned with a search for generalisible phenomena, butwas aimed at providing a descriptive analysis of the interpreted understanding of socialphenomena with regard to English Foreign language learning processes, where Englishproficiency had to be used for academic purposes. Information was obtained throughobservation, informal discussions, questionnaires, interviews, focus group interviews andEnglish language proficiency test results.Results were interpreted for this particular situation at Stellenbosch University andsuggestions were made as to how language learning strategies could be incorporated intothe English Foreign Language curriculum to optimise the development of English languageproficiency. Suggestions for further related research were also made.

[发布机构] Stellenbosch University