The effect of academic strategy use on L2 learning: A classroom study

Year: 2004

Author: Najar, Robyn

Type of paper: Abstract refereed

Abstract:
The purpose of this presentation is to highlight the importance of academic strategy use in the L2 classroom context. To appreciate the complexity of learning in second language classrooms an understanding of the interaction between language proficiency and academic strategy use needs to be considered. This is done by reporting the findings of a study on the use of academic strategies by L2 learners. To determine the relationship of cognitive academic learning strategy use in L2 proficiency and task performance, 205 freshman students at a Japanese university participated in the study. The relationship was explored in the following two questions. First, what is the effect of cognitive learning strategy use on task performance in the L2, and second, which of the learning strategies used lead to more successful task performance? By articulating the learning strategies used by successful L2 learners, we gain insight into the juxtaposition between what are language specific needs as opposed to cognitive learning issues. In this study significant relationships between cognitive learning strategy use and task performance have been observed. These relationships remind us that the L2 learning process is complex, and that a number of variables are involved, including but not limited to L2 proficiency.

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