Classification theories of foreign language learning strategies: an exploratory analysis

Roč.18,č.4(2013)
Studia paedagogica

Kateřina Vlčková Janek Berger Manuel Völkle

https://doi.org/10.5817/SP2013-4-6

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Abstrakt
The present paper provides a comparison of common taxonomies of foreign language learning strategies using empirical data from a Czech adaptation of the strategy inventory SILL (Oxford, 1990). In an initial analysis none of the traditional taxonomies received strong empirical support. Based on an exploratory followup analysis we thus propose a basic three factorial model of foreign language learning strategies distinguishing 1) elaboration strategies, organisation strategies and self-control, 2) strategies of cooperative learning, and 3) motivational-emotional strategies. This three factorial model bears some similarity to O'Malley's and Chamot's (1990) classification of strategies into cognitive, metacognitive, and socioaffective strategies, although cognitive and metacognitive strategies were primarily represented by a single factor, while social and affective strategies appear to be two separated groups of strategies. Based on these first results we suggest better ways to assess foreign learning strategies in future research.

Klíčová slova:
classification of learning strategies; second language acquisition; factor analysis
Reference

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