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Mối quan hệ giữa thái độ và chiến lược học ngôn ngữ

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Nghiên cứu này nhằm khám phá mối quan hệ giữa thái độ và chiến lược học tập. Nghiên cứu mô tả được thực hiện tại Đại học Nông Lâm Thành phố Hồ Chí Minh, Việt Nam với sự tham gia của 252 sinh viên chưa tốt nghiệp chuyên ngành tiếng Anh.

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  1. International Conference on Smart Schools 2022 MỐI QUAN HỆ GIỮA THÁI ĐỘ VÀ CHIẾN LƯỢC HỌC NGÔN NGỮ THE RELATIONSHIP BETWEEN ATTITUDE AND LANGUAGE LEARNING STRATEGIES TS. Vo Van Viet ThS. Huynh Trung Chanh ThS. Nguyen Lien Huong ThS. Phan Thi Lan Anh Nong Lam University, Ho Chi Minh City Keywords: TÓM TẮT: attitude, learning Thái độ và chiến lược học tập từ lâu đã được chứng minh là có tác động strategies, relationship, đáng kể đến việc học ngôn ngữ, và mối quan hệ của chúng có thể cung cấp undergraduates thêm hiểu biết về quá trình học tập. Do đó, nghiên cứu này nhằm khám phá mối quan hệ giữa thái độ và chiến lược học tập. Nghiên cứu mô tả được thực hiện tại Đại học Nông Lâm Thành phố Hồ Chí Minh, Việt Nam với sự tham gia của 252 sinh viên chưa tốt nghiệp chuyên ngành tiếng Anh. Bảng câu hỏi tiếng Việt được thiết kế trên cơ sở của Oxford’s Strategy Inventory for Language Learning (SILL) và Gardner’s Attitude / Motivation Test Battery (AMTB) để thu thập dữ liệu. Dữ liệu định lượng thu được từ bảng câu hỏi sau đó được phân tích bằng Gói thống kê cho Khoa học xã hội (SPSS) phiên bản 22.0. Kết quả cho thấy người học có thái độ học ngoại ngữ cao. Nó cũng có thể được báo cáo rằng họ đã thường xuyên sử dụng các chiến lược học tập với tất cả các điểm trung bình cho thấy mức độ tần suất vừa phải. Tuy nhiên, thái độ cao có mối quan hệ thấp với các chiến lược học tập ngoại trừ các chiến lược nhận thức và siêu nhận thức mà giá trị của chúng đạt mức tương quan trung bình. Về mối liên hệ của các chiến lược học tập, chúng cho thấy mối tương quan từ cơ bản đến mạnh mẽ với nhau. ABSTRACT: Attitude and learning strategies have long been proved to have significant impacts on language learning, and their relationship could provide more insights into the learning process. This study, therefore, aimed to discover the relationship between attitude and learning strategies. The descriptive research was conducted at Nong Lam University, Ho Chi Minh City, Vietnam with the participation of 252 non-English major undergraduates. The Vietnamese questionnaire was designed on the basis of Oxford’s Strategy Inventory for Language Learning (SILL) and Gardner’s Attitude/Motivation Test Battery (AMTB) to collect data. The quantitative data obtained from the questionnaire was then analyzed using the Statistical Package for Social Sciences (SPSS) version 22.0. The results showed that the learners had high attitude towards language learning. It could also be reported that they have regularly used the learning strategies with all of the mean scores indicating the moderate level of frequency. The high attitude, however, had low relationship with the learning strategies except for the cognitive and metacognitive strategies whose values reached medium level of correlation. In terms of the association of the learning strategies, they showed a substantial to strong correlation with one another. 1. Introduction It is undeniable that learners' attitudes and language learning strategies (LLS) are two universally recognized factors contributing to students' successful learning. A positive attitude will create boosted motivation, which then leads to better learning achievement. Therefore, 233
  2. International Conference on Smart Schools 2022 attitudes are acknowledged as one of the most crucial factors that affect language learning (Fakeye, 2010). Attitudes are described by a variety of “emotional involvement such as feelings, self, and relationships in the community” (Brown, 2001). Hence, forming a connection between attitudes and teaching requires considering related issues such as identity, feelings, and classroom setting. Language teachers and students should be aware of the fact that students’ positive attitudes and high motivation accelerate language learning. That is the reason why many researchers claim that attitudes represent one of the most important sets of elements for predicting learners’ efficiency and achievement. Likewise, language learning strategies play an essential role in assisting the progress of acquisition of a second or foreign language and therefore have been the subject of a lot of research. Many studies have shown that LLSs promote English language learning and support language learners not only inside but also outside the classroom (Goh & Foong, 1997; Khamkhien, 2011; Oxford, 2011). It has also been revealed that competent learners tend to actively engage in LLS, apply a wider range of strategies, and choose a more suitable strategy than their less skilled peers (Al-Qahtani, 2013; Habok & Magyar, 2018; Oxford & Nyikos, 1989; Rao, 2016; Wu, 2008) These strategies, including cognitive skills that can be learned and improved, are also used to enhance students’ “self-confidence, autonomy and self-regulation” when they learn a target language and allow language learners to advance their language knowledge development in their own way. (O’Malley & Chamot, 1990) The English language has been a very important tool in the 21st century thanks to advances in digital technologies and their applications. English is now the language of the Internet, media industry, business, and traveling, and is currently taught as a second or foreign language at almost all education levels in many countries all over the world including Vietnam. However, it is clear that the effectiveness of teaching and learning in Vietnam in general and in Nong Lam University, in particular, has not met any expectations. As a result, researchers and teachers at Nong Lam University are really concerned about how to boost the quality of teaching and learning. Different studies have been conducted on the areas of attitudes and motivation as well as learning strategies. The author has carried out three studies related to language learning attitudes, motivation, and language learning strategies separately, and found out that although students at Nong Lam University have high motivation and positive attitudes towards the English language, they have difficulties applying effective learning strategies in their learning. As a result, their test scores tend to be low, and their English competencies are quite poor as well. From the above situation and context, this study was conducted to find out the influence of attitudes towards learning strategies, give insights into these two elements and investigate the possible relationship between them. Research question: Is there a significant correlation between attitude and language learning strategies employed by student? Literature review Language learning attitude is a crucial concept because it plays a very important role in language learning and teaching. According to Gardner, attitude can be defined as a set of beliefs and psychological tendency to act or behave in a certain way. Language attitude is also described as a complicated concept that can be expressed not only as part of the existential competencies but also as an active structure of learner attitudes. Baker (1988)believed that inheritance does not affect attitudes because they are internal predispositions. Attitudes towards a language could be positive or negative. Generally, a positive attitude creates and reinforces motivation. However, others might hold a negative attitude towards the second language and learn it so as to prevail over other people in the community. Attitudes towards language tend to be developed by learners’ experiences, and the two typical types of attitudes are ones towards language learning or towards the members of a certain speech community. Similarly, Day et al. (1998) stated that attitude is a complex and hypothetical construction whose general definition usually includes some notions of evaluation. These may be attitudes toward self, toward a language, toward English-speaking people, and toward the teacher and classroom environment. Holmes & Wilson (2017) has the same idea when stating that “people develop attitudes towards languages which reflect their views about those who speak the languages, and the contexts and functions with which they are associated” (p.346). Language learning strategies (LLSs) According to Rubin (1975), LLSs are “the techniques or devices” that a learner could use to gain knowledge (p. 43). In another publication, Wenden & Rubin (1987)stated that learning strategies are “any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.”(p.19). That is to say, they are deliberate thoughts and behaviors that learners make good use of during learning to help them understand, learn, or memorize new information better(Richard et al., 1992).Cohen (1998) was of the same 234
  3. International Conference on Smart Schools 2022 mind when he declared that LLSs are “the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge of the target language” (p.68).Oxford (1990a)described LLSs as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations”(p.8). O’Malley & Chamot (1990) categorized LLSs as meta-cognitive, cognitive and social/affective groups. Oxford (1990a), on the other hand, classified LLSs as direct and indirect. Direct Language learning strategies including Memory strategies, Cognitive strategies, and Compensation strategies deal with the target language directly. Memory strategies such as “grouping or using imagery” have a “highly specific function” of helping students “store and retrieve new information”. Cognitive strategies, such as “summarizing or reasoning deductively”, help learners to “understand and produce new language by many different means”. Compensation strategies, like “guessing or using synonyms,” enable learners to “use the language despite their large gaps in knowledge.” (p.37). In contrast, indirect learning strategies consisting of metacognitive strategies, affective strategies, and Social strategies "support and manage language learning without (in many instances) directly involving the target language"(Oxford, 1990a, p.135). Metacognitive strategies allow learners to have control over their own cognition. In other words, they help learners coordinate the learning process by using functions such as “centering, arranging, planning, and evaluating”. Affective strategies help with monitoring emotions, motivations, and attitudes. Lastly, Social strategies allow students to learn through interaction with others (Oxford, 1990a, p.135). Various studies have been conducted to examine the effects of attitude on language learning strategies. Yang (1993) studied the relationship between learners’ language attitudes and LLSs with 505 participants who were undergraduate students studying English as a Second Language (ESL) in Taiwan. The related data were collected through three questionnaires: A language beliefs inventory, a language learning strategy inventory, and an individual background survey. The findings revealed that the students had a positive attitude toward English, and they used a variety of LLSs including formal oral-practice strategies, cognitive-memory strategies, compensation, social, metacognitive, and functional practice strategies. The researchers came to a conclusion that there are some connections between learner’s attitudes and their use of learning strategies. Sedaghat (2001) analyzed the impacts of attitude, motivation, and level of proficiency on the way Iranian female EFL students used listening comprehension strategies. The subjects were 109 university students majoring in Teaching English and English Literature from both Shiraz Islamic Azad University and Shiraz University. The results of the study showed that students with positive attitudes used metacognitive, memory, cognitive, compensation, and social strategies more than those who had negative attitudes. However, none of the two groups revealed any significant differences regarding the affective strategies. Aydoğdu (2019) also carried out a study with 100 students from Bingöl University to investigate the relationship between attitude towards the English language and language learning strategy use. The main findings acknowledged that the more positive attitudes toward the English language students had, the more frequently they use language learning strategies. Another result of the study is that memory, cognitive, metacognitive, and social strategies were used by the participants with more positive attitudes while no significant difference was noticed between participants’ attitudes and the use of compensation and affective strategies. Vu Thi Ngoc Lan & Rochelle Irene (2015)(Lan Sr & Paul, 2013)conducted a study involving 193 first and second-year college students majoring in English, Psychology, and Sociology at a university in Ho Chi Minh City, Vietnam on the role of attitudes, motivation, and language learning strategies in learning English as a Foreign Language (EFL). The results of the study showed that Vietnamese EFL college students had significant positive attitudes toward English, and they tended to be “instrumentally and integratively motivated” to learn the language. What’s more, the findings revealed that there is a correlation between language learning strategies and attitudes, and language learning strategies and motivation. This means that the more positive attitude and motivation students have, the better language learning strategies they use in their own language learning. Võ Văn Việt (2018) carried out a study in 2018 to explore students’ attitudes toward learning English at Nong Lam University. A questionnaire was used to collect data from a total of 694 students at Nong Lam University, and the results of the study revealed that the students have a positive attitude toward learning English as a foreign language. Huynh Trung Chanh & Vo Van Viet (2021) also conducted another study to examine the attitudes and motivation of non-English major students toward learning English in 2021. The findings showed that non-English major students had positive attitudes toward learning English and their instrumental motivation and integrative motivation were at a high level. On the contrary, in another study to explore learning strategies used by undergraduate students at Nong Lam University in 2021 with the participation of 1,127 conveniently selected subjects, the results provided evidence that students were still struggling to adapt an effective learning strategy. 235
  4. International Conference on Smart Schools 2022 What’s more, students in the sample revealed their weaknesses in all ten subscales of learning strategies. Methodology Sample The study was conducted at the Nong Lam University, Ho Chi Minh City. A sample of 252 students was randomly selected; Research Instrument The instrument used for gathering data of the study was designed base on the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990) and the Attitude/Motivation Test Battery (AMTB) developed by Gardner (1985). The Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) was administered to investigate the student’s LLS use. The 50-item SILL is grouped into six groups of strategy: memory, cognitive, compensation, metacognitive, affective, and social strategies. The Attitude/Motivation Test Battery (AMTB) with the motivation part omitted, measure information about attitudes. Data analysis and interpretation Cronbach’s Alpha analysis was used to find the reliability of the questionnaires. Mean scores of attitude and six groups of strategy were calculated and classified. To evaluate the language learning strategies used by students, Oxford’s conversion on frequency of the use of strategy and mean score was applied. According to Oxford mean score from 4.5 to 5 indicated that these strategies were always or almost always used; mean score from 3.5 to 4.4 indicated that these strategies were usually used, and then these two scales were grouped as high-frequency levels of strategy use; Mean score from 2.5 to 3.4 indicated that these strategies were sometimes used, and then grouped as medium levels of strategy use; mean from 1.5 to 2.4 indicated that these strategies were generally not used; Mean from 1.0 to 1.4 indicated that these strategies were never or almost never used, and then grouped as low- frequency levels of strategy use. To access to level of attitude of students toward learning English, the following criteria was adopted: mean from 3.68 to 5.00indicated high degree/level of attitude; mean from 2.34 to 3.67indicated moderate degree/level of attitude; and mean from 1.0 to 2.33indicated low degree/level of attitude. To find the correlation between the attitudes and six groups of strategy: memory, cognitive, compensation, metacognitive, affective, and social strategies, The Pearson product-moment correlation were employed. The correlation coefficients are interpreted based on Davis' (1971) Guidelines for the Interpretation of Effect Size for Correlations. According to Davis (1971), a correlation of less then .09 as negligible association, a correlation of 0.01 to .29 as having a low relationship, a correlation of 0.3 to .49 as having a moderate relationship, a correlation of 0.5 to .69 as having a substantial relationship, and a correlation of 0.7or higher as having a very strong relationship. 2. Results and discussions Descriptive statistics The table of the descriptive statistics of learning strategies and attitude initially shows a medium level of strategy used. Except for attitude which gains high level with Mean at 3.97, the mean for all strategies fluctuates between 2.87 and 3.47. The most preferable strategies that the students used in their learning were metacognitive and memory, with Mean at 3.47 and 3.37, respectively. For attitude, the percentage of students who reported to have high level of attitude was almost 70%, twice more than that of the group with moderate level. This difference resulted in significantly high mean of 3.97. In contrast to attitude, the social strategies had much lower frequency of usage when only 24.2% respondents confirmed to have applied those most regularly. This number was remarkably lower than the results of medium and low level of use which reached as high as 44% and 31.7%, respectively. As a consequence, the mean of social strategies was relatively low, at 2.87. Memory and cognitive strategies shared similar results in the frequency of use. Both had the high level of strategy use at around 40%, and the medium one was almost 50%, leading to the mean=3.37 for memory strategies and mean= 3.31 for cognitive strategies. Such percentage distribution could also be seen in compensation (mean = 3.18) and affective strategies(mean = 3.21) when they had comparable medium level of use at approximately 50%, and the proportion of the most regular use was 36% for both. The most distinctive in the table was metacognitive strategies with nearly 55% students stated that they have almost always applied the strategies in their learning. The medium level of use also had noticeably high percentage, 236
  5. International Conference on Smart Schools 2022 at more than 36%. The students’ preference for these strategies made high mean of 3.47, almost reaching the overall high-frequency level of strategy use. The result implies that although the students in this study have high attitude towards their learning, it is only a motivating factor. It seems that the instructions for strategic learning are not sufficient, so the frequency of strategy used is not as high as that of the attitude. Such possible conclusion places a need for better study skills which bring in other factors to boost the learning outcomes. Table 1: Descriptive statistics of variables Variables Level Count Percent Mean Std. Deviation Low 25 9.9% 3.37 .69 Memory strategy Medium 123 48.8% High 104 41.3% Low 25 9.9% 3.31 .71 Cognitive strategy Medium 124 49.2% High 103 40.9% Low 34 13.5% 3.18 .74 Compensation strategy Medium 126 50.0% High 92 36.5% Low 23 9.1% 3.47 .79 Metacognitive strategy Medium 92 36.5% High 137 54.4% Low 36 14.3% 3.21 .81 Affective strategy Medium 125 49.6% High 91 36.1% Low 80 31.7% 2.87 .86 Social strategy Medium 111 44.0% High 61 24.2% High level of attitude 175 69.4% 3.97 .62 Attitude Moderate level of attitude 74 29.4% Low level of attitude. 3 1.2% The Correlation of Attitude to Strategies 237
  6. International Conference on Smart Schools 2022 Table 2. Pearson correlations among variables Memory Cognitive Compensation Metacognitive Affective Social Attitude strategies strategies strategies strategies strategies strategies Attitude Pearson 1 .23** .32** .18** .35** .18** .20** Correlation Sig. (2-tailed) .00 .00 .00 .00 .00 .00 ** ** ** ** ** Memory Pearson .232 1.00 .79 .63 .72 .65 .66** strategies Correlation Sig. (2-tailed) .000 .00 .00 .00 .00 .00 ** ** ** ** ** Cognitive Pearson .319 .79 1.00 .74 .81 .66 .74** strategies Correlation Sig. (2-tailed) .000 .00 .00 .00 .00 .00 ** ** ** ** ** Compensat Pearson .181 .63 .74 1.00 .70 .61 .63** ion Correlation strategies Sig. (2-tailed) .004 .00 .00 .00 .00 .00 Metacogni Pearson .351** .72** .81** .70** 1.00 .76** .71** tive Correlation strategies Sig. (2-tailed) .000 .00 .00 .00 .00 .00 Affective Pearson .179** .65** .66** .61** .76** 1.00 .66** strategies Correlation Sig. (2-tailed) .004 .00 .00 .00 .00 .00 Social Pearson .203** .66** .74** .63** .71** .66** 1.00 strategies Correlation Sig. (2-tailed) .001 .00 .00 .00 .00 .00 **. Correlation is significant at the 0.01 level (2-tailed). Table 2 shows the correlation of attitude to strategies. It could be seen that the relationship between attitude and memory, compensation, affective, social strategies was low. To be specific, the correlation coefficient between attitude and four strategies above varied from r= .18 to r=.23 (p
  7. International Conference on Smart Schools 2022 (p
  8. International Conference on Smart Schools 2022 use of listening comprehension strategies by Iranian female EFL students. Unpublished Master‟ s Thesis, Shiraz University, Shiraz. Võ Văn Việt. (2018). Undergraduate students’ attitude towards learning english: a case study at Nong Lam university. Ho Chi Minh City University of Education Journal of Science-Education Science, 15(1), 173–181. Vu Thi Ngoc, L., & Rochelle Irene, G. L. (2015). The role of attitude, motivation, and language learning strategies in learning English as a Foreign Language among Vietnamese college students in Ho Chi Minh City. Asian Journal of English Language Studies (AJELS), 3(December), 1–26. Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. Prentice Hall. Yang, N. D. (1993). Beliefs about language learning and learning strategy use: A study of college students of English in Taiwan (pp.193-219). Paper from the Tenth Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publishing Co. 240
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