The relationship between the language learning strategy use and language proficiency of Vietnamese-speaking learners of English as a foreign language

[摘要] ENGLISH ABSTRACT:Research into the variables which affect second language (L2) learning has shown varying results. Therelationship between one of these factors, language learning strategies (LLSs), and languageproficiency has been studied extensively in the English as a second language (ESL) setting, often withinconclusive results. Other variables which have been shown to influence the type and frequency ofLLS use include gender and length of exposure to the L2. There has however been a dearth of studiesfocusing on the relationship between LLSs and these variables, including language proficiency, in theEnglish as a foreign language (EFL) context, and especially in East-Asian and South-East Asian tertiarysettings. Against this backdrop, this study sets out to investigate the relationship between the LLSsand language proficiency of Vietnamese-speaking EFL learners in Vietnam in an attempt to add to thebody of literature in this field.This study begins by discussing various prominent classification systems of LLSs and provides adefinition which will be used in this investigation. This is followed by a discussion of the existing LLSliterature, focusing on the variables to be tested, and LLS research in the Asian setting. To testwhether there is a significant relationship between the participants' LLS use and their languageproficiency, and also whether gender and length and type of exposure to the L2 influenced their LLSuse, data was collected quantitatively. Firstly, data was gathered on the students' type and frequencyof LLS use by means of a commonly implemented self-report questionnaire, the Strategy Inventoryfor Language Learning (SILL) and on their language proficiency by means of their course assessmentresults. A background questionnaire was used to collect information on the other variables to betested. The participants were found to be medium to high frequency LLS users overall, with theirreported use of certain LLS categories contradicting the general stereotype that Asian students arepassive and rote learners. No significant correlations were found between frequency of LLS use andlanguage proficiency. Furthermore, no significant difference was found between the reportedfrequency and type of LLS use of female and male participants, nor any correlation betweenadditional exposure to English outside of high school and LLS use. These results are then discussed inthe socio-cultural context of Vietnamese-speaking learners in a tertiary EFL setting, followed byconclusions drawn from these results, and suggestions for future research.

[发布机构] Stellenbosch University