RESEARCHING LEARNING STRATEGIES IN SECOND LANGUAGE ACQUISITION – 5 Creds. Manuel Jiménez (mjraya@ugr.es), Cristóbal Lozano (cristoballozano@ugr.es), Flavia Vieira Course description and aims This is a 5 ECTS advanced course on learning strategies (the steps, actions or behaviours that students use to help themselves learn a second/foreign language more effectively). The aim of the course is to help you understand and carry out a small-scale research project on learning strategies in SLA. To this end, you will study the role of learning strategies in second language acquisition, the problems associated with the definition and classification of learning strategies, the factors affecting the use of learning strategies in L2 acquisition, the main research paradigms and research procedures, and the basic features of a research project. You will also receive support in the planning of your small-scale research project. By the end of the course students are expected to:

be familiar with the notion of learning strategies and main research findings

have acquired practical knowledge and expertise in the planning and execution of research in the field

understand the implications for the teaching of second languages Course contents

1. Introduction a. Foundations of Learning Strategies (LS) in Second Language Acquisition

(SLA) b. Overview of research methods used in learning strategies research.

2. LS in SLA a. Definition: Tactics vs. strategies b. A brief history of learning strategy research c. Classification problems: O’Malley’s et al. taxonomy and Oxford’s taxonomy d. Characteristics of LS e. Factors influencing the choice of learning strategies

3. Appraising LS research in SLA and implications for teaching 4. Researching LS: How we get the information

a. Learner diaries b. Classroom observation c. Think-aloud protocols d. Interviews e. Questionnaires (SILL, SIG, LSUS)

5. Investigating LS in the L2 classroom a. Investigating variables affecting LS use: an overview b. Analysis of key variables in LS empirical studies c. Likely variables to investigate d. Three likely research methods for your LS project e. Carrying out your LS project f. Collecting, analysing & interpreting your data

Teaching methodology

Lectures (theory) and seminars (analysis/discussion of key studies)

Seminars given by invited professors.

Design and implementation of a research study.

Readings.

Contact

(20%)

Non-contact

(80%)

Total

Lectures and seminars

(analysis/discussion of key studies)

24 35 59

Research paper (assignment) 0 40 40

Office hours 1 1

Readings 0 20 20

Seminars (invited professors) 5 5 10

TOTAL 30,00 100,00 130,00 Assessment Criteria

The assessment criteria are based on the attainment of the skills/competencies.

Demonstration of an understanding of the basic issues in the field.

Development of skills for critical reading of the primary literature on learning strategies research, including:

o describing where articles fit in the general literature o summarizing critically major data and arguments in the current literature o evaluating the data and arguments presented, interrogating main issues

Ability to construct and sustain a reasoned argument about learning strategies in a clear, lucid and coherent manner.

Ability to design and carry out a small-scale research project on learning strategies. Procedure

Compulsory readings, attendance and active in-class participation: 15%

Assignment where the student will apply those skills learnt during the course to an empirical study on L2 learning strategies (further details to be provided in class): 85%

Highly recommended

Students are expected to show a good knowledge and use of the English language (C1 level).

Basic knowledge of Applied Linguistics (acquisition/educational linguistics) is also expected.

Students are also encouraged to take other Applied Linguistics subjects/modules offered in our MA.

Course coordination Given that this course is taught by two UGR lecturers and one invited lecturer, course coordination will take place at 4 levels: teaching, assignment supervision, and assessment. In particular, Dr Manuel Jiménez Raya (UGR) will be responsible for topics 1, 2 and 3; Dr Cristóbal Lozano (UGR) will focus on topics 4 and 5; Dr Flávia Vieira (Universidade do Minho, Portugal) will focus on teacher research in the field. References Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin

(Eds), Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice/Hall International, 71-83.

Chamot, A. U. (2001). The role of learning strategies in second language acquisition. In M. P. Breen (Ed.), Learner Contributions to Language Learning: New Directions in Research. London: Longman, 25-43.

Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. Harlow: Longman. Cohen, A. (2011). Second language learner strategies. In E. Hinkel (Ed.), Handbook of

Research in Second Language Teaching and Learning (Vol. II). London: Routledge, 681-698. Donato, R., & MacCormick, D. (1994). A Sociocultural perspective on language learning

strategies: The role of mediation. The Modern Language Journal, 78(4): 453-464. Gallagher-Brett, A. (2007). What do learners’ beliefs about speaking reveal about their

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Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.). Boston: Heinle & Heinle/Thompson International, 359-366.

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Oxford, R. L. & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning. System, 23(2): 1-23.

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