The Effects of Social Variables on the Use of

Strategies in Foreign Language Learning

Table of Contents

Introduction
 Language learning strategies and its importance
The Statement of the Problem
The purpose of the Study
Significance of the Study
Review of relevant Literature
Research Questions
Research Hypothesis
Methodology
Subjects
Strategy Inventory for Language Learning (SILL)
Data Collection procedure
Data Analysis Techniques
Results and Findings
Suggestions
Bibliography

Introduction

In the ever fast growing communication system in the world verbal communication
will never lose its place. Without verbal communication the world will come to a

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standstill. But sometimes, a single language proves insufficient to fulfill a persons
verbal communication needs. And that is why people try to become proficient in more
than one languages which instrumentally give them an edge over monolinguals.
Especially, when the second language is used for international communication, it
equips the speaker to have access to many social and economic benefits by using his
language skills.
Due to the many advantages of possessing proficiency in a second language,
countrywide plans are made and recommendations prepared for the implementation
of such recommendations. In countries like Pakistan, where English is used for
multiple purposes, it becomes important for curriculum planners and designers to
make English language course an integral part of the educational syllabi.
And that is the reason English is a compulsory subject at each level i.e. from nursery
to graduation.
Inspite of the wide usage of English language in the country, it still remains a foreign
language for learners. There is often a lack of opportunity for beyond-the-classroom
interaction in school foreign language programs. This lack of opportunity places
learners at considerable disadvantage when confronted with the inevitable
psychological, linguistic and sociocultural obstacles in second language
communication(S.J.Savignon and P.V.Sysoyev, 2002). Pakistani learners of English
language confront the same disadvantage, due to this reason; they do not achieve
that level of proficiency which a second language learner achieves by using the target
language within the target language environment.

Language Learning Strategies and its importance

In general, strategy specialists believe that learner with strategic knowledge of
language learning compared with those without, become more efficient, resourceful,

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and flexible, and thus acquiring a language more easily. The suggestion is that if
learners can develop, personalize, and use a repertoire of learning strategies, they will
be able to achieve language proficiency in a much facilitated manner Z. Dornyei et
al. (2006). There has been an abundant output in the field of second language research
since the World War II due to an increased demand for additional languages that
could serve as a useful tool to be exploited for the purpose of winning the war.
Linguists and theorists presented different theories of language learning which they
thought could facilitate the learning of a second or foreign language. Among such
theories are structuralist, behaviorist and mentalist theories. But the most recent
development in the field of second language learning is the cognitive theory of
language learning that explains SLL (second language learning) in term of a skill.
They say that like any other skill, language can be taught and learnt. For learning
language skill they stress the importance of using Strategies which can make the
language learning task easier.
The past twenty years have witnessed a large body of second language research
targeting language learning strategies (Wen-Ta Tseng, Z. Dornyei and Norbert,
2006).There is now a wealth of material that has been developed to train learners to
use effective language learning strategies (Ellis, 2001).
The concept of strategy is somewhat fuzzy one (R. Ellis 2001). Different
definitions have been offered by different linguists. For example, Rubin (1987)
defines it as learning strategies are strategies which contribute to the development of
language system which the learner constructs and effect learning directly. According
to R.L. Oxford, (1989) Language learning strategies are behaviours or actions which
learners use to make language learning more successful, self-directed and enjoyable.
Stern(1983) says, In our view strategy is best reserved for general tendency or
overall characteristics of the approach employed by the language learner, leaving
techniques as the term refer to particular forms of observable learning behaviour. R.
Ellis (2001) defines it A strategy consists of mental or behavioural activity related to
some specific stage in the overall process of language acquisition or use. There are a
plethora of other definitions as well which look at the term strategy from different
perspectives and thats why we see fuzziness in defining it. In the words of Ellis, It

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is not clear whether they are to be perceived as behavioural or as mental activity or as
both (The word in italics is my own use). Another problem is whether they are seen
as conscious or as subconscious..or they have a direct or indirect effect on
interlanguage development. And finally,.what motivates the use of learning
strategies R. Ellis (2001).

The Statement of the Problem

Pakistan got English language in inheritance from the British rulers. The British left
India in 1947 but English language still rules the country. It has penetrated into each
and every academic, official and social activity. Today, a person who does not know
English language can not enjoy the status of belonging to the respectable social class.
All high ranking jobs are linked with the mastery of English language and all the
competitive exams are conducted in English language which require a high level of
English proficiency on the part of the examinee.
Due the primacy and importance of English language in every walk of life, a special
place is given to it in the academic programmes. But the dirth of academic expertise
in the country makes it difficult for most of endeavors, in the direction of successful
language learning programmes, to face failure.
The teaching of explicit language learning strategies is a new addition in the field of
language learning and most of the research work to date has proved it a useful tool for
the successful language learning. So for no such approach has been applied in the
country to for the purpose of language learning. It is hoped that the findings of the
present research may prove to be the first step in the application of such an approach
in the academic programmes.
Secondly, in the field of learning strategies research, most of the researchers have
mainly focused on learner characteristics and little attention has been paid to social
aspect of the learning strategies. Hence, it might be hoped to add something into the
field of research as well.
Purpose of the Study
The present research focuses on the influence of social aspect on the use of strategies
adopted by the learners in which the researcher will try to find out the impact of four

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variables i.e. ethnic background, gender difference, previous language learning
experience and socio-economic status on learners choice of learning strategies. The
researcher hopes that it will be the first attempt of its kind in this area. It is also hoped
that it will open avenues for the upcoming researcher in the field of learning
strategies.
The success of the study might also prove helpful for English language syllabus
designers and learners in some ways.

Significance of the Study

The present research can be helpful in the following ways:
This study will explore ways of promoting strategy awareness and use among
the learners
The study will probe into strategies learning problems of the different social
classes/sexes/ethnic communities and suggest remedies for the weaknesses in
their learning environment if there were any.
It may perhaps draw the attention of language course designer to make
language learning strategies part of the courses due to its usefulness for
language learning.
It may also provide some useful guidelines and suggestions both for teachers
as well as learners to benefit from the use of language learning strategies.
It will also help suggesting a new criterion for the design of a new syllabus.
The present research may also provide some guidelines for the future
researchers in the field of language learning strategies.

Review of Relevant Literature

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Most of the research studies have found a positive correlation between the use of
strategies and learning outcomes. In a study of 55 intermediate foreign language
learners at the university Minnesota Andrew D. Cohen found that explicitly
describing, discussing and reinforcing strategies in the class roomand thus raising
into the level of conscious awarenesscan have direct payoff on student outcomes. If
instructors systematically introduce and reinforce strategies that can help students
speak the target language more effectively, their students may well improve their
performance on language tasks. Preserving the explicit and overt nature of the
strategy training better enables students to consciously transfer specific strategies to
new contexts. The study also seems to endorse the notion of integrating strategy
training directly into the classroom instructional plan and embedding strategies into
daily language task. In this way, the students get accustomed to having the teacher
teach both the language content and the language learning and use strategies at the
same time(A.D.Cohen,1996). In another study OMalley at al. (1985) found that
classroom instruction on learning strategies with integrative language skills can
facilitate learning.
Carol Griffiths (2007) in a study of 131 students from fourteen different nationalities
which included students from elementary level to advanced level and whose ages
ranged from 14 to 64 found a significant positive correlation between course level
and reported frequency of language learning strategy use. Another of her studies
confirms this result Based on the results of this study, the most proficient groups of
students appear to use strategies which enable them to work consciously on their
vocabulary and to interact frequently with others (both native and non-native
speakers) in English. Rebecca Oxford and Martha Nyikos (1989) found a very
powerful effect of the motivation, sex and years of study on the use of strategies in a
conventional classroom setting. They also found that expectations imposed by the
standard academic approaches to teaching and testing limit the motivation of most
language learners to try new, creative, communicatively oriented strategies.
There are, perhaps, five major aspects of successful language learning... (1)
Language form, (2) a concern for communication (Functional practice), (3) an active

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task approach (4) an awareness of the learning process, and (5) a capacity to use
strategies flexibly in accordance with the task requirements (Ellis, 2001).
In one study Rubin (1975) found attention to form and monitoring ones own as well
as others speech as the important strategies. Niaman et al. (1978) say that
crosslingual comparison, analyzing the target language, using reference books and
monitoring their L2 performance as the key strategies used by the learners. In another
study Reiss (1985) found monitoring and attending to form as the most common
strategies used by the learners. She says that it is surprising that attending to
meaning was of less importance than attending to form. Huang and Van Naerssons
(1985) study found no significant difference between high and low proficiency
groups on two strategies of formal practicing and monitoring. Gillette (1987) also
reports observed her two successful learners who did not pay much attention to
learning conscious rules.
Good language learners show active involvement in language learning. They
appreciate teachers who are systematic, logical and clear, but prefer to treat them as
informants rather than to rely on them (Picket, 1978). Another general
characteristic of good language learner is___awareness of the learning process___
suggests the importance of what O Malley and Chamot have called metalingual
strategies. Successful learners are thoughtful and aware of themselves in relation to
the learning process. They take conscious decisions and follow their own preferred
style (R.Ellis, 2001). Chamot et al. (1988) provides evidence in support of the final
characteristic of good language learners___ flexible and appropriate use of learning
strategies. Chamot et al. investigated beginner, intermediate and advance level
students of Spanish and Russian over four semesters. The students were divided as
effective or ineffective by their teachers. No clear pattern was evident in the
strategies the learners used from one time to the next; although changes were evident
in the performance of specific tasks over time (R. Ellis, 2001).
A study investigated by Cohen and Aphek (1981) revealed that mnemonic
associations helped vocabulary learning. They identified eleven different types of
mnemonic aids including the target language, the learners language and extra
linguistic signs that were used as association aids by the learners. They concluded that

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associative auxiliaries helped in retention. They also said that contextualization
strategies worked better for learners who already possessed a fair level of L2
knowledge. Another study conducted by Brown and Perry (1991) revealed that
strategies that involved greater depth of processing would result in better retention.
The findings of their study matched with another experimental study at the English
Language Institute of the American University of Cairo. (Ellis, 2001).

Research Questions
1) Does the socio-economic status of the learner have any effect on the use of
language learning strategies?
2) Does gender difference bring any variation in the use of language learning
strategies?

Research Hypotheses
For the purpose of the present study the following hypotheses are postulated:

H. 1. Learners belonging to upper class make more effective use of language learning
strategies than lower class.
H. 2. Learners belonging to upper class do not make more effective use of language
learning strategies than lower class.
H. 3. Learners belonging to lower class make more effective use of language learning
strategies than upper class.
H. 4. Learners belonging to lower class do not make more effective use of language
learning strategies than upper class.
H. 5. There is no difference in the effective use of language learning strategies
between the learners belonging to the upper and lower class.
H. 6. Male learners make better use of language learning strategies than female
learners.
H. 7. Male learners do not make better use of language learning strategies than
female learners.

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H. 8. Female learners make better use of language learning strategies than male
learners.
H. 9. Female learners do not make better use of language learning strategies than
male learners.
H. 10. Gender difference does not affect the use of language learning strategies.

Methodology
Subjects
The subjects of the study will be the post graduate students at The Islamia University
of Bahawalpur. Among those post graduate classes only those will be selected where
proper English language courses are taught. The Department of English where
English language courses, as such are not taught but the courses of Linguistics and
literature are both taught in English language, will also be included in the study.

Strategy Inventory for Language Learning - SILL

The main instrument that will be used for the collection of data is Strategy Inventory
for Language Learning (SILL) version 7.0 which was designed by Rebecca Oxford in
1990.There are a few questionnaires that measures language learners frequency
strategy use but SILL is the much used and tested of all such questionnaires and
therefore, it does not need to be tested for relaibility. It is the 50-item version for
speakers of other languages learning English which will be used for the purpose of
present study. The SILL is a self-scoring, paper-and-pencil survey which consists of
statements such as "I review English lessons often" or "I ask questions in English" to
which students are asked to respond on a five-point Likert scale ranging from 1
(never or almost never) to 5 (always or almost always) (Carol Griffiths Thesis
2003) . Oxfords taxonomy is possibly the most comprehensive currently available
(Ellis, 1994) and, as such, provides a useful starting point for an examination of the
strategies used by students in the process of learning language.
Interviews of the students will also be conducted where it was possible.

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Data Collection Procedures
The data will be collected through first hand means. The researcher will go to the
different departments in person and would give questionnaires (SILL) for filling up.
The purpose of the study will be explained to the learners so that the student may feel
ease with the researcher. Willing students will be interviewed and their interview will
be tape recorded.

Data Analysis Techniques

The data will be analyzed both qualitatively and quantitatively. The qualitative data
will be analyzed by using suitable qualitative methods while for quantitative data
analysis computer programmes like SPSS (Statistic Package for Social Science) will
be used.

Results and Findings

In the light of analyzed data collected through questionnaire and interviews results
and findings will be interpreted accordingly.

Suggestions
In the light of the proposed study that will be conducted by the researcher we may get
some useful results that can be utilized for good purposes. For example, the findings
may show that specific group of strategies proved to be more helpful in language
learning for a particular group which in return might help them if they were made
part of their course. The present study might also reveal if any strategy based lessons
are part of the course or not. More over, the study will point out such areas where
future research can be conducted.
Bibliography

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