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The relationship between language learning strategy, L2 proficiency and learning variables of Korean high school students.

  • Modern English Education
  • Abbr : MEESO
  • 2016, 17(3), pp.189-218
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Published : August 31, 2016

Hwang, Myunghwan 1 최현규 1 Sue J.Shin 1 Heekyung LEE 1

1연세대학교

Accredited

ABSTRACT

This study aims to unveil the relationship among L2 proficiency, language learning strategies and other learning variables. Based on Strategy Inventory for Language Learning (SILL) developed by Oxford (1990), a total of 121 surveys were collected from male Korean high school students, and their responses were statistically analyzed. The results indicated that correlation between language learning strategies and other learning variables was statistically significant but low and that there was no statistically significant difference in L2 proficiency among groups divided by the frequency of students’ language learning strategy use. In addition, only the social strategy showed statistically significant difference among student’s curriculum tracks and the degree of language learning strategy use did not adequately explain students’ interest in English learning. Further pedagogical implications are provided.

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