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The document discusses various perspectives on the definition and classification of language learning strategies from different linguists. There is no single agreed upon definition. While most agree that strategies can facilitate language acquisition, Krashen's hypothesis contends that language is acquired naturally without conscious effort. Classifications include those based on good language learners' use of strategies and psychological functions.

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5 views

Additional References

The document discusses various perspectives on the definition and classification of language learning strategies from different linguists. There is no single agreed upon definition. While most agree that strategies can facilitate language acquisition, Krashen's hypothesis contends that language is acquired naturally without conscious effort. Classifications include those based on good language learners' use of strategies and psychological functions.

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atejoy12jesuscares
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© © All Rights Reserved
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Additional references:

Horwitz(1984) stated a number of students believe nothing should be said in the

foreign language until it can be said correctly and that it is not okay to guess in an

unknown foreign language word. Such beliefs must produce anxiety since students are

expected to communicate in the second tongue before fluency is attained. According to

MacIntyre and Gardner (1991), “learners do not begin the language learning experience

with anxiety. Anxiety occurs only when attitudes and emotions regarding the language

learning experience have been formed” (p.527)

The topic of the language learning strategies has been deeply discussed among

linguists, such as Cohen, Oxford, Wenden and many others, since the early 1970s,

however, there has never been a single unified definition of the concept. For instance,

Wenden (1987) identifies language learning strategies as “various operations that

learners use in order to make sense of their learning” (as cited in Khan, 2012, p. 142),

whereas Oxford (1989) defines language learning strategies as “the often-conscious

steps of behaviors used by language learners to enhance acquisition, storage,

retention, recall, and use of new information” (as cited in Hong Shi, 2017, p.24). The

notion of conscious usage of strategies on the part of the learner is also noted in

Cohen’s (2011) definition of language learning strategies which are “thoughts and

actions, consciously chosen and operationalized by language learners, to assist them in

carrying out multiplicity of tasks from the very onset of learning to the most advanced

levels of target-language performance” (as cited in Tkáčová, 2014, p. 33). On the other
hand, Krashen’s Natural 8 Order Hypothesis is in contrast with these statements, as

according to his hypothesis “any language can only be acquired through natural

interaction, and not by any conscious effort” (Khan, 2012, p. 143). However, apart from

Krashen, the linguists generally agree that the language learning strategies are used by

learners to facilitate language acquisition. Similarly, as with the language learning

strategies’ definition, opinions on their classification also differ. After many types of

research which have focused mainly on the learning strategies that the good learners

use, so that they could be evaluated and then taught to the other learners, five main

classification types of language learning strategies emerged (Ellis, 1997; Rubin,1975):

1) classifications connected with research of good language learners (e.g., Rubin, 1975)

2) classifications based on psychological functions (e.g., O’Malley & Chamot, 1990) 3)

classifications with a linguistic background dealing with meaning, mapping, language

monitoring, formal and functional practice (e.g., Bialystok, 1981), or communication

strategies such as paraphrasing and loanwords (e.g., Tarone, 1983) 4) classifications

connected with language skills (e.g., Cohen, 1990; Cohen & Weaver, 2006) 5)

classifications based on the distinction of learning styles or types of learners. (Vlčková,

Berger, & Völkle, 2013, p.97) These classifications make the theoretical concepts more

understandable. Throughout the years, the research of the concept of the language

learning strategies started to focus on individual variances, different environments and

specific usage of the strategies and the factors that influence learners’ choice of the

strategies. There was also a shift of focus from the quantity of the language learning

strategies used by the learners, to their quantity (i.e. the learners should focus on how

effective the learning strategies they use are, instead of how many strategies they use)
which required the consideration of internal and external factors when choosing the

strategy. This relates to the topic of this thesis since it is focused on the quality of

learning by watching Korean dramas with English subtitles.

PEOPLE: International Journal of Social Sciences

ISSN 2454-5899

736

Blas and Erestain, 2020

Volume 6 Issue 1, pp. 736-753

Date of Publication: 22nd June 2020

DOI-https://doi.org/10.20319/pijss.2020.61.736753

This paper can be cited as: Blas, F. A. & Erestain C. O., (2020). Phenomenographical

Colloquies of the Hallyu Wave among Selected Students of Taytay Senior High School,

Philippines. PEOPLE: International Journal of Social Sciences, 6(1), 736-753. This work

is licensed under the Creative Commons Attribution-Non Commercial 4.0 International

License. To view a copy of this license, visit http://creativecommons.org/licenses/by-

nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042,

USA

PHENOMENOGRAPHICAL COLLOQUIES OF THE HALLYU WAVE AMONG

SELECTED STUDENTS OF TAYTAY SENIOR HIGH SCHOOL, PHILIPPINES

Fe Atanacio-Blas
Taytay Senior High School, Taytay, Rizal, Philippines

fe.blas@deped.gov.ph

Charelome O. Erestain

Rizal Technological University, Mandaluyong City, Philippines

charelomeee@gmail.com

ELTR Journal, e-ISSN 2579-8235, Vol. 5, No. 1, January 2021, pp. 50-62

English Language Teaching and Research Journal

http://apspbi.or.id/eltr

English Language Education Study Program Association, Indonesia

IMPROVING VOCABULARY WHILE WATCHING KOREAN DRAMAS:

A CASE OF INDONESIAN EFL UNIVERSITY STUDENTS

1Aji Budi Rinekso*, 2Okta Lesagia and 3Dian Setiawati

1,3Universitas Pendidikan Indonesia and 2Universitas Negeri Yogyakarta, Indonesia

*correspondence: ajibudirinekso@upi.edu https://doi.org/10.37147/eltr.v5i1.106 received 27 November

2020; accepted 8 December 2020

Citation: Birulés-Muntané J, Soto-Faraco S (2016)

Watching Subtitled Films Can Help Learning Foreign Languages.

PLoS ONE 11(6): e0158409.

doi:10.1371/journal.pone.0158409

Stimulating English learning in global K-pop community on Twitter by Dinar Faiza

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