Classification theories of foreign language learning strategies: an exploratory analysis

Title: Classification theories of foreign language learning strategies: an exploratory analysis
Source document: Studia paedagogica. 2013, vol. 18, iss. 4, pp. [93]-113
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
License: Not specified license

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The present paper provides a comparison of common taxonomies of foreign language learning strategies using empirical data from a Czech adaptation of the strategy inventory SILL (Oxford, 1990). In an initial analysis none of the traditional taxonomies received strong empirical support. Based on an exploratory followup analysis we thus propose a basic three factorial model of foreign language learning strategies distinguishing 1) elaboration strategies, organisation strategies and self-control, 2) strategies of cooperative learning, and 3) motivational-emotional strategies. This three factorial model bears some similarity to O'Malley's and Chamot's (1990) classification of strategies into cognitive, metacognitive, and socioaffective strategies, although cognitive and metacognitive strategies were primarily represented by a single factor, while social and affective strategies appear to be two separated groups of strategies. Based on these first results we suggest better ways to assess foreign learning strategies in future research.
Kateřina Vlčková was working on the project: Foreign Language Learning Strategies and Achievement: Analysis of Strategy Clusters and Sequences (Nr. GAP407/12/0432) funded by the Czech Science Foundation while she was researching this paper. Manuel Völkle conducted research for the paper while at the University of Mannheim.
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