FACTORS INFLUENCING LANGUAGE LEARNING STRATEGY USE AMONG PAKISTANI LEARNERS OF CHINESE LANGUAGE AT UNIVERSITY LEVEL
Keywords:
Language Learning Strategies, Chinese Language Learners, Sill, Motivation, Language Proficiency Level.Abstract
Research in the field of second language learning reveals that using appropriate language teaching methods help language students to become independent learners. It also improve the overall second/foreign language proficiency and develop communicative competence by facilitating the language learning process. Previous researches in this field have identified various factors that influence the choice of language learning strategies of learners. This study identifies the factors that affect their choice of language learning strategies. These factors included gender, age, academic major, duration of learning, proficiency level, and motivation. The information about the factors affecting their choice of language learning strategies was collected from various resources such as research papers, international journals, technical reports, conference papers, websites, etc. The primary data for this survey was collected by using a questionnaire designed by REBECCA L. OXFORD, (1990) and is called the Strategy Inventory for Language Learning (SILL). This quantitative study adapted this questionnaire and collected data by using convenience sampling technique because of the time and cost constraints. The sample included 350 students who were learning the Chinese language at Confucius Institute and the Chinese department (Main campus NUML) and the questionnaires were distributed among these students by researcher. SPSS version 20 software package was used to analyse data, the relationship between gender, age, academic major, duration of learning Chinese language, proficiency level, motivation level, and the use of six language learning strategies were analysed by using Pearson correlation coefficient technique.
The results showed that motivation, duration of learning, and proficiency level were the most significant factors that affect the choice of the strategies. Gender, age, and academic major on the other hand did not have a significant correlation with their choice of language learning strategies. This study is valuable for educational planners and researchers to help formulate policies related to Chinese language acquisition and pedagogy. The results of the study will provide reference and baseline information to future Chinese language teachers in Pakistan to improve the effectiveness of Chinese language teaching and learning. At the same time, it will empower Chinese language learners to achieve autonomy and help them become independent learners beyond the classroom.
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