Language Learning Strategies - Case Study Example

A Case Study of an English Learner A case study of an English learner Introduction The case portrays in this study concerns a 15 year old boy by the name Mohammed who is currently taking his high school class. He speaks Greek as his fast language and, therefore, it is obvious to illustrate that he is so fluent in his first language. According to the statistics, he has received a formal education for over nine years now (Benson, 2007, pg45). However much he speaks Greek, the elementary schools he attended laid a good foundation of English and that he is in a good position to express himself in English although with a bit of difficult since this is not his first language. This was noted following the interview and test he took concerning English (Griffiths, 2001, pg43). The English test portrayed that it was hard for him to construct sentences correctly in English without messing up, in one or two issue, either on vocabulary use or tenses. According to Asian studies, it is asserted that their basic subjects are science (Lamb, 2008, pg43), Math and English that is on the primary level (Atkinson, 2010, pg56). And since he had just entered secondary school, the above is what he had mastered a lot while in primary since. It seems the above subjects take a lot of time on a student, where a student takes almost all of his time studying the above. (Ehrman, 2003, pg34) It is a better phenomenon though; it denies them a chance to explore their potential in other subjects. According to him, the school concentrates a lot on two subjects, which is Math and science (Griffiths, 2007, pg23). This teaching criterion has made it worse, as in, the student instead of balancing his subjects; he is made to concentrate what the syllabus termed as technical subjects, hence living a student weaker in the other areas. This is what happened to this boy, while studying in his own mother land (Chen, 2011, pg32). With that in mind, the student was noted to be very week in both speaking and listening as many other students in Asia. However, he was lucky because at last he managed to travel and have his studies completed abroad (Benson, 2007, pg45). The tendency of students from Middle East finding English a herd subject to them is dominant. This is caused by cultural and misconception of issues (Brown, 2010, pg36). Reliable sources illustrate that many students mostly men are advised to concentrate on technical subjects a lot with prior to believing that this is the best way of embracing success (Bialystok, 2001, 26). Thus, the act ensures that a child lacks behind in the languages. This is a cultural belief that have so far affected the entire country, since many of the students there are glued on making their “future bright” by embracing technical subjects. After travelling abroad, and securing himself a chance with Alabama, a district school, he was in a good position to better his understanding of English. The first test gave him 4.3 points, out of ten, and so he was graded as an average student (Archibald, 2006, pg35). The worst of the subjects was English, where he managed to score 3.2. This was not only a bother to him, but worry to his parents also (Carter, 2001, pg66). However, the parents continued to encourage him to tackle and take extra considerations on the subject (Birdsong, 2006, 36). Supportively, the parents did this by subjecting him to a private tutor who continued to mentor and coach him to perfect his English subject. At the end of his studies, he had improved a lot and he was to get forty-five points out of a hundred. Though still below average, but at a better ladder (Kramsch, 2002, pg34). This was his initial chances that were available to push him through. Prior to his continued learning and accessing good and better services, Mohammed got an interest and then automatically and made the pursuit of English to its last bit. Comparing what he got with what his motherland is offering showed a great difference (Ellis, 2009, pg46). In other words, he started to have high retention power, which made him get better and well with the English language. In his opinion, he thought that the foreign teachers teach on the criterion of getting a better communicative future, which might direct someone to his or her target. However, in his motherland (Blom, 2010, pg45), some subjects are ignored and emphasizes on another subject so that they may only pass exams and are made to get a profession (Bialystok, 2001, pg6). However, the primary knowledge of a better communicative and dignified future is denied. This is something that he sympathizes of when he thinks about his friends in Middle East. All that made him recognize the difference in code switching was his habit of wanting to know more about English. Consequently, the attitude gave him a chance to ask and talk to his male European counterparts (Cameron, 2001, pg4), regardless of what they thought of him (Lamb, 2006, pg27). Being asked, he said that the practical work is what gave him the strength and capacity to move on and have the best results in both the spoken and written English (Jing, 2006, pg38). This was because; he used most of his time memorizing certain words in English that proved useful. With those efforts, it is of no offense that the boy had a positive attitude when it comes to learning (Ellis, 1997, pg14). He tried very much to pursue English despite the challenges of being in a foreign land, with a unique skin complexion since it is obvious that, in such a situation, he was severally mocked the fellow students (Celce-Murcia, 2007, pg56). This made him move and go through in what he was pursuing. The study took him a total of four years, which made him improve in most of his spoken English (Bialystok, 2001, pg43). That was a plus to him, since the environment dictated tom him the importance of learning English. However, still in his efforts to express himself practically, he still faced some challenges. Among the many challenges he faced, was that he faced a very rough time following up a TV program since the accent of European surpassed him (Ellis, 1989, pg24). He also found it hard to express his feelings to his beloved friend. If that was not enough, he did find it hard to freely walk into a public environment for instance the market place and the bus and then communicate effectively (Birdsong, 2006, pg34). This for a long time proved a thorn in his flesh and that he made ever effort to overcome it. However much it was a hard to handle the task to face, the truth is persistent made him climb the ladder of English, although not far enough to avoid criticism of his lameness in speech by his fellow students (Ellis, 1985, pg34). At this point, he still took hold of what was his desire and then after a while he improved his level of English sentence construction and speaking. Strength and weakness of Mohammed The first evaluation was that, he was given a test which comprised both written and spoken English (Chacon-Beltran, 2010, pg45). This was a tough scenario for him, but he was expected to do so anyway. In written, I told him to write how he heard about the scholarship and how to apply and what he thinks was his most consideration as the winner of the scholarship. At a great phenomenon this gauged his writing skills (Hellermann, 2011, pg22). The test took place in an hour, after which his writing style was considered. Explain how you heard about the scholarship Do your parents know about your whereabouts How far do your think the scholarship, will take you Who is your mentor? Explain what you think should have been done by the scholarship determiners before ushering you in school. I heard about this program thorough my mother’s friend, who also applied it. I think my parents known this scholarship since they assisted greatly are applying it, and so I am proud of it. They pushed me in applying this scholarship, and I was very happy and they were very happy also. I know the scholarship will take me far. And it has already taken me far, I can not succeed without this scholarship, and I am grateful. To all who gave me and what they want from me. You will never succeed on your on until someone holds your hand. My hand hold with this scholarship and I can get far now. May people have refused me this chance but right now I have got the chance and I will succeed and they will fail. I know I am clever and I will pass. My mentor is Mr. Abraham, and I like him very much and he likes me also. I will go back and give him shaking hands and he will be happy even if I have been here for long. I dont have many school fees, but I think I will break. Thos who give me this scholarship should come and see me prospering. And I will not forget them. I think they have to give my father. They talked with my father and talked and talked. I feeling very bad, but I am o.k. Since they took me here and I am sure I will pass my exam. Evaluating the writing a above, it is noted that he has sentence structures errors for instance when he said “I think my parents known this scholarship since they assisted greatly is applying it…", This shows that he is yet to understand effectively how to write well-structured sentences (Kramsch, 2002, pg30). This is a phenomenon that requires both active class interaction and fully practice schedule for him to develop a mile. The above reveals that the degree of learning subjected to him was of low quality since as earlier told, he was cornered with technical learning and not language learning. This has greatly affected not only him, but other students too. It is of no offense to note that this boy was built on a platform that is not well erect when it comes to languages. This lineage maybe has been affected cultural influence, this is per some statistical data that were collected by some researcher. He further does not know how to use prepositions in a sentence, and also spelling mistakes in his sentence speaks a thousand words (Hymes, 1978, pg24). For instance instead of using "those ‘he used "those." However, he can express himself. This is because in as much as sentences are not well structured, the truth is that the whole message can be understood. Test two. He further managed to seat for a test. The test was to evaluate his speaking power, and the result was recorded as below; Me: hello how is you? Mohammed: fine Me: where do you come from? Mohammed: from Iraqi Me: do you know hoe to write a bicycle? Mohammed: what a bicycle? Me: yes, Mohammed: my mum teaches me, er..er it was last year and I know. Me: which country are you wishing to attend after school? Mohammed: er…er.. I think.. Er I can visit Africa, mostly south Africa. Me. Which game do you like? Mohammed: not sure. Me: did you know this place before coming here for studies? Mohammed: not sure Me: which food do you find interesting here? Mohammed: not sure. According the recorded interactions above, it can be noted that he gives out a hesitating speech when asked at a higher pace (Atkinson, 2010, pg23). Apart from that, due to lack of self-expressional power, some things when asked he just dismisses them away by answering not sure. How, at least he can give someone talk, hence making him entertained. He has met the elementary need of the English language, although he still needs to understand it more. Apart from general answering of the question, it can be recommended that he is a good listener. There is no time when I did repeat a sentence, which portrays the fact that he is a good listener (Doughty, 1998, pg24). However, a good listener will not only perform to his best if the intellectual degree is not appreciating. This is what has so far befallen to every student. This is to say that every student will find favor in being a good listener, however, at the same time, what usually limit them is the IQ level. However, the first step for a good ending is a good listener. And this is what will make him get or rather gain an advantage in learning. However much this issue might be triggered or be altered by the toughness of mind, it is worth noting that, for Mohammed, he can be noted as a good attitude boy. According to research, experts illustrate that students who are good .listeners will always meet their target, however, much he or she is weak. That gives a prove that the boy ‘Mohamed’ through the above statistics will gain not only the ability to pursue the right education, but to gain the advantage of language development. Future recommendations Short term This is a good boy who has inner positive attitudes for learning. That is what propels him to advance in the English language. However, to perfect this, he is expected to ensure that a massive interaction of him and English language. This can be achieved by frequent interaction of books; most novels and English practice Books (Dunn, 1998, pg67). This is recommended to be a less than a year study, since he cannot only concentrate on novels and forget the whole need for his career. After which, he will develop communication skills. In addition, attending to seminars and educative meetings will add value to his school life. Periodicals, magazines and novels, will always add value to his learning. Thus, he is also advisable to reconsidered his studying life and submerge into the world of reading. At most, this will direct his learning power to languages hence changing the previous attachment to the technical ones. If that is not enough, he can as well listen to a lot of recorded literatures and public speaking. In the same way, the above will give him a sense of self recognition, in that he will understand how to construct sentences perfectly prior to full engagement in the listening. With his perfect listening power, this will give him the upper hand and the chance for change. All the above should take a minimum of six month, continuously. Long term This should entail almost the rest of his study career. Here, he should ensure full interaction with the English Gurus the rest of his life. At most, this is what perfects someone’s speech. At most, the communicational interaction will both strengthen spoken and listening power. Hence, he will be fluent as time goes by. According to research, this is the part which ensures good and perfect communication skills (Foster, 1998, pg47). Since he was lucky to go abroad for study, it is of no doubt that he can as well do good if he is employed in the foreign land and keep on practicing English language. Therefore, the best thing that he should fight tom embrace is to ensure he secures an employment in the, in the English land. So that his can also make further studies, hence perfecting what his term as his second language. He should as well deep himself in being tutored. Here, securing vocational teaching could result in well heightened English. Therefore, in as much as he will be joining collage soon, the best thing to do is to ensure (De Bot, 2005, pg35), the commencement of extra English classes as first as possible, which he should adhere to through or even after the college education. It is believed that English as a language is very wide. It is a thing that does not only involve a short time study, and, therefore, the above strategy will not only make him (Canale, 1980, pg45) proper in English, but be a good teacher of the same. The learner is week in both structural and grammar options. He cannot effectively communicate without a sentence having a grammatical mistake. The same is witnessed in spoken. He also does not have the fluency in English, therefore, the best way to control this situationism a considerable amount of exposure. English being his second language, it means that he will have to make a lot of practice in both spoken and written so that he can improve the aspect of communication. This is possible; all that is required of him is practice in both sections. After a while, he also should ensure that he gets on participating in public speaking to frequently express his ideas. In so doing, he will be strengthening his speaking confidence. This is a long term schedule since and can take as from one year to the rest of his life. Language entails a continuous learning and practice. Therefore, to easily perfect in the above, the only option is to engage in many reports making and public speaking. It is of important to note that this can as well give him the upper hand when it comes to his profession. He will be fluent and confident. Conclusion It is better to understand that the above study was done to a boy whose origin is Middle East and that his fist language is Greek. Having understood that, he was given test to ensure the clarity upon his spoken and written language. After which, it was noted that both his spoken and written English is wanting, and, therefore, some recommendations on the same were made. In brief, it the boy does not have an average power in both written and spoken English. That is why, for the two tests he did, he scored below average. It is equally important to note the same, since at most communication is an important aspect in life, then him being subjected on a high degree English study should be a very best thing for him. It was also noted that some schools, only ensures that a child is subjected on technical learning and the communication subject ignored. And this is the section that should be adhered to with all efforts, since if one cannot communicate with the international language well, and then it can be a problem when it comes to pursuing his or her professional. References Archibald, A. (2006). Learner strategies: An interview with Steven McDonough. ELT Journal, 60(1), 63-70. Atkinson, D. (2010). Extended embodied cognition and second language acquisition. Applied Linguistics, 31(5), 599-622. Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press. Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56(1), 9-49. Blom, E., & Unsworth, S. (Eds.). (2010). Experimental methods in language acquisition research. Amsterdam: John Benjamins Publishing. Brown, D.H. (2010). Language assessment: principles and classroom practices White Plains, N.Y. : Pearson Longman Cameron, J. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Canale M, Swain M (l980). Theoretical bases of communicative approaches to Second language teaching and testing. Applied Linguistics 1(1): 1–48 Carter, R., & Nunan, D. (2001). Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. Celce-Murcia, M. (2007). Rethinking the Role of Communicative Competence in language teaching. E. Alcón Soler and M.P. Safont Jordà (Eds.), Intercultural Language Use and Language Learning, 41–57. Springer.Available here: http://elechina.super-red.es/celce-murcia.pdf Chacon-Beltran, R., Abello-Contesse, C., & Torreblanca-Lopez, M. D. M. (Eds.). (2010). Insights into non-native vocabulary teaching and learning. Bristol: Multilingual Matters. Chen, H. - C., & Tai, H. (2010). EFL learners’ choice of learning strategies between ethnic groups TNTESOL Journal, 3, 44-54. De Bot, K., Lowie, W., & Verspoor, M. (2005). Second language acquisition: An advanced resource book. New York: Routledge. Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press. Dunn, W. E., & Lantolf, J. P. (1998). Vygotskys zone of proximal development and Krashens i+1: Incommensurable constructs, incommensurable theories. Language Learning, Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330. Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training. Cambridge: Cambridge University Press. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (2008). The study of second language acquisition (2nd Ed.). Oxford: Oxford University Press. Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97- 107. Firth, A. &. (1997). On discourse, communication and (some) fundamental concepts in SLA. Modern Language Journal, 81, 285-300. Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19(1), 1-23. Griffiths, C. (2007). Language learning strategies: Students and teachers perceptions. ELT Journal, 61(2), 91-99. Griffiths, C., & Parr, J. M. (2001). Language learning strategies: Theory and perception. ELT Journal, 55(3), 247-254. Hellermann, J. &. (2009). Practices for social interaction in the language-learning classroom:Disengagements from dyadic task interaction. Applied Linguistics, 186-215. Hymes, D. (1979). On communicative competence. In C. J. Brumfit, & K. Johnson (Eds.),The communicative approach to language teaching (pp. 5-26). Oxford: Oxford. Kramsch, J.H. (2011) Language proficiency in native and nonnative speakers: an agenda for research and suggestions on second language assessment. Language Assessment Quarterly, 8: 229–249. Jing, H. (2006) “Learner resistance in metacognitive training? An exploration of mismatches between learner and teacher agendas” Language Teaching Research, 16,1, 95-119 Kramsch, C. (Ed.). (2002). Language acquisition and language socialization: Ecological perspectives. London: Continuum. Lamb, T. &. (2008). Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins Appendices Consent letter: 1. Sample of speaking from interview part A I heard about this program thorough my mother’s friend, who also applied it. I think my parents known this scholarship since they assisted greatly are applying it, and so I am proud of it. They pushed me in applying this scholarship, and I was very happy and they were very happy also. I know the scholarship will take me far. And it has already taken me far, I can not succeed without this scholarship, and I am grateful. To all who gave me and what they want from me. You will never succeed on your own until someone holds your hand. My hand hold with this scholarship and I can get far now. May people have refused me this chance but right now I have got the chance and I will succeed and they will fail. I know I am clever and I will pass. 2. Sample of speaking from part B Me: hello how is you? Mohammed: fine Me: where do you come from? Mohammed: from Iraqi Me: do you know hoe to write a bicycle? Mohammed: what a bicycle? Me: yes, Mohammed: my mum teach me, err...err…it was last year and I know. Me: which country are you wishing to attend after school? Mohammed: err…err... I think…Err I can visit Africa, mostly South Africa. Me. Which game do you like? Mohammed: not sure. Me: did you know this place before coming here for studies? Mohammed: not sure Me: which food do you find interesting here? Mohammed: not sure. (This was the second test he did). Instructions For the test bellow, chose the words from the multiple choices given that could best fit into the passage, and leave it having the same meaning. A Microscope in the Kitchen I grew up with buckets, shovels, and nets waiting by the back door; hip-waders hanging in the closet; tide table charts covering the refrigerator door; and a microscope was sitting on the kitchen table. Having studied, my mother is a marine biologist. Our household might have been described as uncooperative. Our meals weren’t always served in the expected order of breakfast, lunch, and supper. Everything was subservient to the disposal of the tides. When the tide was low, Mom could be found down on the mudflats. When the tide was high, she would be standing on the inlet bridge with her plankton net. I have great respect for my mother. I learned early that the moon affected the tides. Mom was always waiting for a full moon, when low tide would be much lower than usual and high tide much higher. The moon being closer to the earth when full, so its gravitational pull is stronger. I knew that it took about eight hours for the tides to change from high to low, sixteen hours for a complete cycle of tides. 9 I didn’t have to wait to learn these things in school. In our house they were everyday knowledge. [1] Often, my brother and I, joined our mother on her adventures into tidal lands. [2] At the very low tides of the full moon, when almost all the water was sucked away, we found the hideaways where crabs, snails, starfish, and sea urchins hid in order not to be seen. [3] Sometimes we would dig with shovels in the mud, where yellow and white worms lived in their leathery tunnels. 13 For plankton tows, we would stand on the bridge while Mom lowered a cone-shaped net that is often used by marine biologists. Then we would patiently wait. After a while, she would pull up the net, and we would go home. Later, we would see her sitting at the kitchen table, peering at a drop of water through the lenses of her microscope from the bottle—watching the thousands of tiny swimming organisms. 1. i. A. NO CHANGE ii. B. waiting, by the back door, iii. C. waiting by the back door, iv. D. waiting by the back door 2. i. F. NO CHANGE ii. G. would sit iii. H. sitting iv. J. sat 3. i. A. NO CHANGE ii. B. As my mother’s interest is science, she is iii. C. My mother’s occupation is that of iv. D. My mother is 4. Which choice would most effectively introduce the rest of this paragraph? i. F. NO CHANGE ii. G. There seemed to be no explanation for why Mom ran our household the way she did. iii. H. Our household didn’t run according to a typical schedule. iv. J. Mom ran our household in the most spectacular manner. 5. i. A. NO CHANGE ii. B. was defenseless in the face of iii. C. depended on iv. D. trusted in 6. Which choice most effectively signals the shift from the preceding paragraph to this paragraph? i. F. NO CHANGE ii. G. Our lives were likewise affected by the phases of the moon. iii. H. A relationship exists between the moon and the tides. iv. J. The moon is a mysterious orb afloat in the sky. 7. i. A. NO CHANGE ii. B. Since the moon is iii. C. The moon is iv. D. The moon, 8. i. F. NO CHANGE ii. G. one’s iii. H. it’s iv. J. its’ 9. If the writer were to delete the phrase “sixteen hours for a complete cycle of tides” from the preceding sentence (ending the sentence with a period), the essay would primarily lose a detail that: i. A. shows how the narrator’s interests are different from the mother’s interests. ii. B. contradicts a point made earlier in the paragraph. iii. C. helps establish the setting for the essay. iv. D. displays the narrator’s knowledge of tides. 10. i. F. NO CHANGE ii. G. brother, and I, iii. H. brother, and I iv. J. brother and I 11. i. A. NO CHANGE ii. B. away. Then we iii. C. away. We iv. D. away; we 12. i. F. NO CHANGE ii. G. hideouts where crabs, snails, starfish, and sea urchins concealed and hid themselves. iii. H. places where crabs, snails, starfish, and sea urchins were stashed away. iv. J. hiding places of crabs, snails, starfish, and sea urchins. 13. Which of the following sequences of sentences makes this paragraph most logical? i. A. NO CHANGE ii. B. 2, 1, 3 iii. C. 2, 3, 1 iv. D. 3, 1, 2 14. Given that all of the choices are true, which one provides information that is relevant and that makes the rest of this paragraph understandable? i. F. NO CHANGE ii. G. had a specimen bottle attached to its smaller end. iii. H. was woven from cotton and nylon material. iv. J. was shaped like a geometric figure. 15. The best placement for the underlined portion would be: i. A. Where it is now. ii. B. after the word lenses. iii. C. after the word microscope. iv. D. after the word bottle (but before the dash). Read More