Abstract:
It is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies (LLSs) in order to build a high level of confidence in the learning process. The study was an attempt to examine the relationship between LLSs and L2 learners’ self-esteem. To achieve such objectives, a questionnaire was administered to 120 Persian L2 learners. The results revealed that LLSs had a strong correlation with self-esteem. Besides, the same strong, positive correlation was also observed between the participants’ self-esteem and their L2 proficiency level. It was finally underestood that of the L2 independent variables of the study (i.e., self-esteem and L2 proficiency level), it was the L2 participants’ proficiency level that better accounted for their use of LLSs. Conducting studies like the present one may contribute effectively to the better teaching of an L2 to L2 learners.
Machine summary:
On the Interplay of Self-Esteem, Proficiency Level, and Language Learning Strategies Among Iranian L2 Learners Mahmood Hashemian Assistant Prof.
e. , self-esteem and L2 proficiency level), it was the L2 participants’ proficiency level that better accounted for their use of LLSs. Conducting studies like the present one may contribute effectively to the better teaching of an L2 to L2 learners.
Most L2 researchers who study L2s (Ellis, 1994; Nunan 1999; Oxford, 1990; Stern, 1983) view LLSs as a significant element that plays a salient role in understanding the process behind learning an L2.
The interest in affective variables in L2 learning in some modern teaching classes aim at reducing anxiety and inhibitions and enhancing L2 learners’ motivation and self-esteem (De Andres, 2002).
In addition, Hyde (1979) studied the effects of different levels of self- esteem on the performance of an oral production task by American college L2 learners learning French as an L2.
Besides, as Brown (2000) rightly points out, learning strategy use is very susceptible and is likely to be affected by affective variables including self-esteem.
The purpose of running these two methods of analyses was to ascertain whether, first, there was any relationship between self-esteem and the LLS use of the participants and also between self- esteem and the proficiency level of the participants, and second, which of the independent variables of the study accounted for the participants’ strategy use more efficiently.
Finally, the study was an attempt to ascertain which of the two variables of self-esteem or proficiency level was a better predictor of L2 learners’ LLS use.