Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Research into the variables which affect second language (L2) learning has shown varying results. The
relationship between one of these factors, language learning strategies (LLSs), and language
proficiency has been studied extensively in the English as a second language (ESL) setting, often with
inconclusive results. Other variables which have been shown to influence the type and frequency of
LLS use include gender and length of exposure to the L2. There has however been a dearth of studies
focusing on the relationship between LLSs and these variables, including language proficiency, in the
English as a foreign language (EFL) context, and especially in East-Asian and South-East Asian tertiary
settings. Against this backdrop, this study sets out to investigate the relationship between the LLSs
and language proficiency of Vietnamese-speaking EFL learners in Vietnam in an attempt to add to the
body of literature in this field.
This study begins by discussing various prominent classification systems of LLSs and provides a
definition which will be used in this investigation. This is followed by a discussion of the existing LLS
literature, focusing on the variables to be tested, and LLS research in the Asian setting. To test
whether there is a significant relationship between the participants’ LLS use and their language
proficiency, and also whether gender and length and type of exposure to the L2 influenced their LLS
use, data was collected quantitatively. Firstly, data was gathered on the students’ type and frequency
of LLS use by means of a commonly implemented self-report questionnaire, the Strategy Inventory
for Language Learning (SILL) and on their language proficiency by means of their course assessment
results. A background questionnaire was used to collect information on the other variables to be
tested. The participants were found to be medium to high frequency LLS users overall, with their
reported use of certain LLS categories contradicting the general stereotype that Asian students are
passive and rote learners. No significant correlations were found between frequency of LLS use and
language proficiency. Furthermore, no significant difference was found between the reported
frequency and type of LLS use of female and male participants, nor any correlation between
additional exposure to English outside of high school and LLS use. These results are then discussed in
the socio-cultural context of Vietnamese-speaking learners in a tertiary EFL setting, followed by
conclusions drawn from these results, and suggestions for future research. / AFRIKAANSE OPSOMMING: Navorsing rakende die faktore wat die verwerwing van ’n tweede taal (T2) beïnvloed, het verskillende
resultate opgelewer oor die afgelope paar dekades. Die verhouding tussen een van hierdie faktore,
naamlik taalleerstrategieë (TLSe), en taalvaardigheid is reeds uitvoerig ondersoek in die konteks van
Engels as tweedetaal (ET2), dikwels met onbesliste resultate. Ander faktore wat volgens navorsing
ook ’n invloed blyk te hê op die tipe en gereeldheid van TLS-gebruik, sluit in geslag, sowel as lengte
van blootstelling aan die T2. Daar is egter ’n tekort aan studies wat fokus op die verhouding tussen
TLSe en hierdie veranderlikes, insluitend taalvaardigheid, in die konteks van Engels as vreemdetaal
(EVT), spesifiek in Oos-Asiese en Suid-Oos-Asiese tersiêre instansies. Teen hierdie agtergrond het
hierdie studie ten doel om die verhouding tussen die TLS-gebruik en taalvaardigheid van Viëtnameessprekende
EVT-leerders in Viëtnam te ondersoek, ten einde by te dra tot die literatuur in hierdie veld.
Hierdie studie begin met ‘n bespreking van verskeie prominente TLS-klassifikasiesisteme en die
uiteensetting van die definisie van “TLS” wat in hierdie ondersoek gebruik sal word. Daarna volg ’n
bespreking van die bestaande TLS-literatuur. Ten einde te toets of daar ’n beduidende verhouding is
tussen die deelnemers se TLS-gebruik en hulle taalvaardigheid, en ook of geslag en die lengte en tipe
blootstelling aan die T2 die deelnemers se TLS-gebruik beïnvloed, is kwantitatiewe data ingesamel.
Data rakende die tipe en gereeldheid van die deelnemers se TLS-gebruik is deur middel van ’n wyd
geïmplementeerde self-rapporteringsvraelys, naamlik die sogenaamde “Strategy Inventory for
Language Learning” (SILL), ingesamel. Die deelnemers se kursusassesseringsresultate is
geïnterpreteer as ‘n aanduiding van hulle taalvaardigheid. Die gerapporteerde gebruik van sekere
TLS-kategorieë weerspreek die algemene stereotipe dat Asiese studente passiewe leerders is wat
staatmaak op blote memorisering. Geen beduidende korrelasies is gevind tussen taalvaardigheid en
die gereeldheid waarmee TLSe gebruik word nie. Verder is geen beduidende verskille gevind tussen
die gerapporteerde gereeldheid of tipe TLS-gebruik van manlike teenoor vroulike deelnemers nie.
Daar is ook geen beduidende korrelasie gevind tussen TLS-gebruik en addisionele blootstelling aan
Engels wat deelnemers gedurende hulle hoërskooljare buite skoolverband ontvang het nie. Hierdie
resultate word geïnterpreteer en bespreek met inagname van die sosiokulturele konteks van
Viëtnamees-sprekende leerders in ’n tersiêre EVT-omgewing. Daarna word gevolgtrekkings gemaak
op grond van die resultate, en voorstelle vir verdere navorsing gebied.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/71839 |
| Date | 12 1900 |
| Creators | Kotze, Henno |
| Contributors | Conradie, Simone, Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 133 p. : ill. |
| Rights | Stellenbosch University |
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