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Article published In:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 52:2 (2017) ► pp.148–171

Language learning strategy and language learning achievement

An empirical study among intermediate Chinese L2 learners

| The University of North Carolina at Chapel Hill
This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
Keywords: language learning strategies, language achievement, Chinese as a second language, initiative, social constructivism, communication-oriented learners
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1 Language learning strategy: definition and taxonomy
    • 2.2 L2 Learning strategies and learning achievement
  • 3.Research questions
  • 4.Methods
    • 4.1 Sample
    • 4.2 Data collection instrument
    • 4.3 Data analysis
  • 5.Results
    • 5.1 Correlations between L2 learning strategies and numerical course grades
    • 5.2 Differences in strategy use among high-, medium-, and low-achieving groups
    • 5.3 High-achieving learners’ strategy use
  • 6.Discussion
    • 6.1 Predictors of Chinese L2 language achievement
    • 6.2 Medium-achievers’ high strategy use
    • 6.3 Characteristics of high-achievers’ strategy use
    • 6.4 Causes for inconsistencies with previous studies
  • 7.Conclusion
  • 8.Pedagogical implications
    • 8.1 Classroom atmosphere
    • 8.2 Learner initiative
    • 8.3 Social interaction in language learning
    • 8.4 Explicit strategy training
  • 9.Limitations and future directions
  • References
Published online: 10 November 2017
DOI logo
https://doi.org/10.1075/csl.52.2.03lin
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