چکیده:
Style and strategies in EFL learning contexts and the effects of task types were explored to enhance language learning strategies. Using a quantitative pre-test, post-test design and interviews, this study investigated the effects of procedural and declarative learning strategies on EFL learners’ acquisition of English past tense performing narrative tasks. The participants were 396 male and female Thai students enrolled in a general English course (intermediate level) in Walailak University in Thailand. The main data was the interview which took 12 weeks of total 24 hours. Participants completed a timed and untimed grammaticality judgement test (GJT) as a pre-test, and were then randomly assigned to one of three treatment conditions of dictation, individual reconstruction, or collaborative reconstruction activity. Analysis of performance in the oral test indicated that learners who applied procedural strategy benefited more than those who carried out the oral test with declarative one. This study may contribute to a deeper insight in teaching and evaluation of learning strategies, performing narrative tasks, and highlighting careful selection of tasks. The focus on procedural and declarative strategies for one task could lead to the learners’ use of appropriate learning strategies, enabling the learners to become more independent, creative, and dynamic.
خلاصه ماشینی:
Using a quantitative pre-test, post-test design and interviews, this study investigated the effects of procedural and declarative learning strategies on EFL learners’ acquisition of English past tense performing narrative tasks.
3) defines styles as “the general approaches to learning a language” or the “biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others”, while strategies are “the specific behaviors or thoughts learners use to enhance their language learning”.
Strategies as the approaches used across curricular areas to support the learning of students (Herrell & Jordan, 2004) which may be used only on occasion (Ritchhart, Church, & Morrison, 2011) provide the opportunity for the individual learners to choose particular strategies if they have a “clear purpose for using them”, and they feel that doing a particular task “has value to them personally” (Williams & Burden, 1997, p.
Using particular styles and strategies for language learning could help teachers in attaining the awareness of their preferences and of possible biases as it is evident 51 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 4, Issue 1, Winter and Spring, 2016, pp.
Discussion and Conclusion Learning English as a first, second, or foreign language needs incorporation of different techniques, styles, and strategies (Oxford, Hollaway, & Horton-Murrillo, 1992).
Teachers are encouraged to use a variety of learner-oriented strategies and tasks in the process of language teaching and learning.