This study explores the relationship between language learning strategies and learner variables of Sri Lankan learners of English as a Second Language (ESL) with special reference to their personality types to examine what implications these associations have for the teaching of ESL in the Sri Lankan sociocultural context. In order to investigate the above, a large and representative sample of the ESL population was chosen. The sample taken for analysis comprised 886 subjects from six secondary schools which operate under the Ministry of Education in the Sri Lankan government. These subjects belonged to three distinct subcultures as demarcated by their first language (L1), Religion and Ethnicity in Sri Lanka. Data were collected using two questionnaires - a language learning strategy inventory and a personality assessment questionnaire, between April 2002 and June 2002 in Sri Lanka. Two statistical tests were used to measure the associations between the learner variables and language learning strategies: Multivariate Analysis of Variance (MANOVA) and Univariate Analysis of Variance (ANOVA). The findings show differences in strategy use or rather the ways the three groups learn the target language indicating that these strategy choices are closely correlated to their personality type, gender and religion/ethnicity. The findings also indicate that these variables affect the strategy choices both as collective and individual forces and when working as collective forces there is a complex interplay between these variables. While this study clearly demonstrates the association between learner variables and language learning strategies, it acknowledges the possible dangers in discussing these associations in cross-cultural comparisons. It also suggests the need for more ethnographic research to further elucidate the findings obtained in the current study. Based on these findings in the current study, this thesis strongly argues that ELT pedagogy cannot be independent of the Sri Lankan sociocultural context. It is therefore strongly suggested that ELT pedagogies should: (1) develop within the socio -cultural contexts of the learners; (2) be orientated to the culture of speakers of a Sri Lankan variety of English; (3) incorporate teaching material based on rhetoric indigenous to their culture. The study also shows the complexities of ESL instruction in the Sri Lankan socio-cultural context where its history, different cultures, first languages, ethnicities and religions all make a significant contribution to the learning/teaching of the target language. The challenge for teaching ESL in Sri Lanka is even higher given that all languages come with their own cultural, historical and ethnic trappings.
| Identifer | oai:union.ndltd.org:ADTP/195259 |
| Date | January 2004 |
| Creators | Liyanage, Indika Jananda Borala, n/a |
| Publisher | Griffith University. School of Cognition, Language and Special Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | http://www.gu.edu.au/disclaimer.html), Copyright Indika Jananda Borala Liyanage |
Page generated in 0.0014 seconds