Detail A Social-psychological Perspective on Singaporean Schoolchildren’s Strategy Use in English Literacy Learning   Oleh:  Gong, Wengao ; Zhang, Donglan ; Zhang, Lawrence Jun ; Kiss, Tamas ; Ang-Tay, May Yin Jenis: Article from Proceeding Dalam koleksi: 3rd CELC Symposium Proceedings: Selected Papers from the Third CELC Symposium for English Language Teachers 2011, page 107-122. Fulltext: 107-122.pdf (567.32KB) Isi artikel Despite the plethora of literature concerning language learning strategies, there is a paucity of studies pertaining to the influence of social and psychological factors on young English learners’ use of literacy learning strategies in the Asian context. As a multilingual and multicultural Asian society which implements a unique bilingual policy of taking English (which is not native to the local people) as the dominant language, Singapore provides a good scenario for the exploration of such issues. As part of a two-year intervention project aiming at promoting schoolchildren’s self-regulated English literacy learning ability, we conducted a preparatory study which intended to collect students’ basic English learning information and identify the gap in their knowledge of literacy learning strategies. We administered a reading survey and a writing survey to 678 Primary 3 pupils from two typical primary schools in Singapore. Our results show that our informants did attempt to use different literacy learning strategies, though the average frequency of strategy use was not very high. We also found that learners’ gender, motivation, self-efficacy, and out-of-school effort are related to their use of learning strategies whereas their ethnic groups and home languages are not. Our results reveal the necessity of strategy instruction for this group of schoolchildren and the potential importance of gender and psychological factors in literacy strategy instruction programs. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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