| Luận văn tiếng Anh: | The relationship between language learning strategies and English proficiency of 4th year students at felte, ULIS, VNU = Mối quan hệ giữa chiến lược học tập ngôn ngữ và trình độ tiếng Anh của sinh viên năm thứ 4 khoa Sư Phạm Anh, trường Đại học Ngoại Ngữ - ĐHQGHN. M.A Thesis Linguistics: 60 14 10 |
| Nhà xuất bản: | University of Languages and International Studies |
| Ngày: | 2012 |
| Chủ đề: | Phương pháp giảng dạy Tiếng Anh Chiến lược học tập |
| Miêu tả: | 78 p. + CD-ROM M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012 This thesis paper begins with the assumption that strategies are integral for the effectiveness of students’ learning in general and language learning in particular. After issues of definition as well as classification of learning strategies, and definition as well as assessment of language proficiency are addressed, there is a review of previous studies concerning the relationship between language learning strategies and English proficiency – also the center of this research. As one of the first attempts to investigate this kind of relationship within the Vietnamese context, this paper utilized the Strategy Inventory for Language Learning (SILL) (Oxford, 1989) as the basic instrument to investigate the frequency level of strategy use and a “standard” Ielts test as an assessment tool of proficiency level among 87 fourth-year students at FELTE, ULIS, VNU. Excel and SPSS were then employed to examine the relationship between these two variables. Semi-interviews were also conducted to further investigate key strategies used by participants and factors which may affect their strategy use. Higher level students reported using a large number of language learning strategies more frequently than lower level student. A positive significant relationship was discovered between language learning strategies and English proficiency. In the mean time, interviews revealed some useful insights regarding the use of strategies by individuals. For instance, proficient students were inclined to utilizing learning strategies under the communicative perspective with more focus on non-academic materials whereas basic students were subject to academic materials within the scale of university curriculum. The thesis concludes by bringing together the key findings and suggesting areas for further research Electronic Resources |
| Kiểu: | text |
| Định dạng: | text/pdf |
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