dc.contributor.author | Masese, Julie Kerubo | |
dc.date.accessioned | 2013-05-02T12:41:13Z | |
dc.date.available | 2013-05-02T12:41:13Z | |
dc.date.issued | 2003-06 | |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/18419 | |
dc.description | Master of Arts in Linguistics | en |
dc.description.abstract | This study focused on learning strategies used by students of foreign languages.
It sought to find out whether the use of different learning strategies led to
different levels of proficiency. It tried to establish which learning strategies
students considered important or beneficial to them, and which of these were of
more benefit than others towards accelerating proficiency.
The foreign language that was examined was German and the sample was
composed of eighteen intermediate level students learning the language at the
Goethe Institute in Nairobi. Data were collected using an adapted version of the
SILL Questionnaire developed by Oxford (1990). The data so collected were
analysed using a statistical package called SPSS. In addition, at the end of the
learning course, a written examination was administered; the results were used
to determine the written proficiency rankings. These were then compared with
students' strategy preferences in order to determine the relationship' between
strategies and proficiency.
The findings indicated that learners who made use of more learning
strategies than others scored higher on the written proficiency test. The results
showed that these learners mostly made use of metacognitive learning strategies
and, to some extent, also (used) social learning strategies. | en |
dc.language.iso | en | en |
dc.title | Foreign language learning strategies: do different strategies lead to different levels of proficiency? | en |
dc.type | Thesis | en |
local.publisher | Department of Linguistics and African Languages, University of Nairobi | en |