Effective Language Learning Strategies From Cambodian Teachers

Effective Language Learning Strategies From Cambodian Teachers After the United Nations Transitional Authority in Cambodia (UNTAC) era, Cambodia has been struggling to participate in the international community where English is used as a lingua franca (Clayton, 2007). Due to this trend, more and more Cambodian learners have paid more attention to the study of English. The emergence of English has become even more prosperous after the country was admitted into the Association of Southeast Asian Nations (ASEAN) in 1999 (Clayton, 2007). Nevertheless, a number of Cambodian EFL learners have failed to be proficient in the language although having spent a lot of years learning the language. The reason lying behind the failure can be the ignorance of effective language learning strategies or a mismatch between the learning strategies frequently used by the students and the teaching strategies thought to be effective, by teachers, in teaching the language (Chamot, 2004; Felder Henriques, 1995; Fewell, 2010). Based on Bull and Ma (2001), students may not be aware of the strategies they have used or are using in order to enhance their comprehension, retain information in their memory, or recall what they have learnt. As Chamot and OMalley (1990) claimed that learners are unique and naturally possess different learning styles, the unawareness may lead to the inappropriate use of the learning strategies available (Oxford, 2003). Besides the learning styles defined by Oxford (2003) as a general approach or behaviour used by learners to acquire the language-auditory or visual style , other variables such as the learner characteristics, culture and context, etc. also wield influence on the utilization of the strategies (Chamot, 2004). For instance, learners who live in a culture that values individual competition may prefer the strategies allowing them to work alone to other strategies calling for cooperation and collaboration. In addition to this, the context also plays an important role in de ciding the utilzation of the learning strategies. For example, a study conducted by Edonomo and Secomo (2007) in Turkey showed that learners tended to use social strategies to learn the language in a naturalistic context but cognitive and metacognitive strategies in a tutored-setting context. However, the awareness of the strategies, to Felder Henriques (1995), is not yet the solution to the failure if the teaching strategies the teachers believe to be helpful in aquiring the language are mismatched with the learning strategies taken for granted by the learners. Djigunovic (2001) indicated that using inappropiate teaching strategies which are not favoured by the learners may not be able to motivate them to learn the language well. Similarly, Griffiths and Parr (2001) discovered in their study made in New Zealand that there was an almost complete difference in perception of learning strategies between students and teachers. Due to the aforementioned points, I am unsure if the unawar eness of the language learning strategies and the diverse perspertives on the language learning strategies also take place in the Cambodian EFL context. So far, a number of studies have been done to provide ground to the issue of language learning strategies. Bull and Ma (2001) conducted a study to draw students attention to the language learning strategies they have used to learn the language. In the same regard, the identification of the strategies, using SILL (Strategy Inventory for Language Learning) designed by Oxford (1990), is also made by various researchers specialized in the field of study (Chamot, 2004; Edonomo Secomo, 2007; Embi, Mahamod, Teh, Yusoff, 2009; Fewell, 2010). Moreover, the interelationship between the utilization of the language learning strategies and student motivation has also been explored (Djigunovic, 2001). Embi, Mahamod, Teh, and Yusoff (2009) even looked at the correlation between gender and the strategies frequently used. At the same time, some researchers are interested in exploring whether there is a mismatch between students perspectives and teachers perspectives on the effective language learni ng strategies used to learn the language and the unfortunate potential consequences of the mismatch (Chamot, 2004; Felder Henriques, 1995; Griffiths Parr, 2001). Though there are quite a number of studies in the field of language learning strategies, few of them have been conducted in the Cambodian EFL context. The identification of the language learning strategies frequently used by Cambodian EFL students in the classroom learning environment and the comparison between Cambodian EFL teachers perspectives and students perspectives on the subject in focus have not yet been studied together. The lack of the study more or less contributes to the poor academic performance of the Cambodian EFL learners excepting other variables. I believe that when the perspectives of the two groups (teachers and students) are determined, we will be able to help the students learn the language more effectively so that they will not waste their time, financial resoures, and mental effort. Additionally, the understanding of the covert perceptions will give the language teachers ideas on how to use appropriate teaching strategies which are matched with the students learning strategies in the right learning context. Besides, the Ministry of Education, Youth, and Sports (MoEYS) may take the findings into consideration and implement relevant policies which can enhance the English learning environment in Cambodia. Based on the aforesaid significance, this present study aims at identifying the language learning strategies frequently used by the Cambodian EFL learners to deal with different types of language tasks and exploring the effective language learning strategies in the Cambodian EFL context from the perspective of lecturers and students at the Institute of Foreign Languages (IFL), Phnom Penh. Thus, the research questions required to answer are: What are the effective language learning strategies frequently used by IFL students to handle various language tasks? What are the language learning strategies regarded as effective by IFL lecturers? Annotated Bibliography Bull, S., Ma, Y. (2001). Raising learner awareness of language learning strategies. Interactive Learning Environments , 9 (2), 171-200. Bull and Ma have brought the issue of language learning strategies which are closely related to my research topic into focus. In their study, they reviewed a variety of both learning styles and strategies. Difference between learning styles and strategies were also clearly made. Through the questionnaire (SILL-Strategy Inventory for Language Learning) administered to non-native learners of English who also have high level of English proficiency, findings which revealed the learning strategies already used by students and the ones recommended to them should be made aware of in order that the problem of a mismatch between students learning styles and teachers teaching styles can be avoided. Therefore, I would say that this journal article would cover a lot of ground on my research topic. Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching , 1 (1), 14-26. This is a collective secondary source discussing how issues in language learning strategies affect the performance of students and teachers of foreign languages. Chamot makes a profound study into several issues pertaining to language learning strategies including the identification of students learning strategies, the classification of identified strategies, the interrelationship between the strategies and learner characteristics, the influence of culture and context, etc. This descriptive research further points out that knowing students learning strategies is of vital importance to teachers who attempt to help students become more successful language learners. Moreover, the paper also discusses the impact of culture and learning environment on the utilization of the strategies. These two main focuses are exactly what I am concentrating on in my research; therefore, more or less, I will be able to benefit from this descriptive study. Chamot, A. U., OMalley, J. M. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Chamot and OMalley write this book in an attempt to describe what language learning strategies are, how they help learners enhance comprehension and retain information in their memory, how they are learned, and why they influence the learning outcome. Furthermore, various theories regarding learning strategies in second language acquisition are also explained. More or less, these theoretical explanations will provide ground to my study. Djigunovic, J. M. (2001). Are language learning strategies motivationspeicific? : language learning strategies and motivation. Orbis Linguarum , 18, 125-138. In the study conducted in Croatia, Djigunovic put emphasis on the relationship between language learning strategies and learning motivation. Three separate studies were made at different learning institutions, and a large sample of participants, aged from 13 to 21, were given two sets of questionnaire to complete. One is SILL used to check the strategies used by students, and another one is the motivation questionnaire. The result showed that student motivation correlated significantly with all the strategies frequently used. The more motivated the learners were, the more frequently they used the learning strategies. However, the findings also revealed that the learning motivation decreased according to the learner age. The youngest learners were found to have the strongest connection between the motivation and strategies used. Though my study does not focus on the learning motivation, it will gain advantage from this study as well since motivation is what every learner needs in orde r to succeed in learning the language, and I do believe that the identification of the strategies which are able to motivate students to learn well will be of great benefit to my study. Edonomo, D. V., Secomo, Y. D. (2007). Foreign language learning strategy choice: naturalistic versus instructed language acquisition. Journal of Theory and Practice in Education , 3 (1), 4-11. In Turkey, a study conducted by Edonomo and Secomo to discover how different learning contexts-naturalistic and instructed language acquisition, with their different specific demands, affect language learning strategy preferences and frequency of use was investigated. In the study, 25 international students who were studying English at Bogazici University in Istanbul were selected. At the same time, they also had to study Turkish in order to survive in the country. Due to the fact that these international students were studying English in a formal setting (Instructed language acquisition) and Turkish in a non-formal setting (Naturalistic language acquisition), the researchers were interested in the language learning strategies frequently used by the students in the two different contexts. As a result, we could see that the students tend to use social and compensation strategies to learn Turkish in the outside classroom learning environment while metacognitive, cognitive, and compensa tion strategies are preferred to learn English in the classroom learning environment. Although, this study primarily focuses on the language learning strategies used in different learning contexts, it is somehow related to my proposed study which deals with the perspectives of students and teachers on the effective language learning strategies used in the classroom learning environment. To a certain extent, it also provides background information to my research study. Embi, M. A., Mahamod, Z., Teh, K. S., Yusoff, N. M. (2009). A closer look at gender and Arabic language learning strategy use. European Journal of Social Sciences , 9 (3), 399-407. There are many research studies done to investigate the correlation between language learning strategies and proficiency level or motivation. Differently, this study was conducted to find out the relationship between gender and strategies use in learning Arabic language. The researchers collected data, using SILL questionnaire, from a total of 457 students who were studying Arabic language in Malaysia. The result of the study was in accord with some studies done previously which showed that female students tended to use language learning strategies, especially affective and metaphysic strategies, more often than male students. This significant difference will give me an idea to determine the strategies frequently used by female Cambodian learners and the ones often used by male Cambodian learners. Fewell, N. (2010). Language learning strategies and English language proficiency: an investigation of Japanese EFL university students. TESOL Journal , 2, 159-174. In this study, Fewell attempted to investigate the correlation between English proficiency level and the correct utilization of language learning strategies on Japanese first year students. Other variables excepting learning strategies which may affect students proficiency level were carefully determined and excluded from the study, although the attempt was hard to achieve. In order to determine the impact of the utilization of learning strategies on the proficiency level, the researcher used SILL to unfold the strategies used by the top 25% of English proficient learners and the bottom 25% of English proficient learners. Unexpectedly, the analyzed result was contrary to the results of most studies showing the correlation between increased English proficiency and increased language learning strategy utilization. Due to the finding, I realize that this study is absolutely fascinating, and what really fascinates me is the underlying factors interfering the findings. Felder, R. M., Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals , 28 (1), 21-31. The content of this descriptive study includes many findings I am looking for. The researchers purposefully raise the learning strategies particularly suitable for second and foreign language acquisition. Moreover, the authors discuss certain learning styles favored by the teaching styles of most language teachers. It is written in the paper that the unawareness of students learning styles and teachers teaching styles can lead to the unfortunate mismatch which can result in several negative consequences including boredom of learning, demotivation, poor academic performance, etc. This study, though not a field study, represents a valuable collective source of information on the issues in language learning strategies and, obviously, will become a fundamental reference to my study. Griffiths, C., Parr, J. M. (2001). Language learning strategies: theory and perception. ELT Journal , 55 (3), 247-254. This easily understandable article is closely related to my study. If looking at the research questions, Griffiths and Parr aim at discovering the most frequently used language learning strategies adopted by the contemporary language learners who are speakers of other languages and the teachers perception of the language learning strategies used by their students. To get the result, a large sample of 569 students who are non-native speakers of English in New Zealand were selected to fill the SILL and 30 experienced teachers were invited to complete ILLS (Inventory of Language Learning Strategies) questionnaires. The result of the study was quite interesting because there was a mismatch between students and teachers perspectives on using the strategies to learn the target language. Based on the students perception, social strategies are the most commonly used and memory strategies are the least; however, the teachers believe that their students use memory strategies the most and affec tive strategies the least. The difference in perception between the students and teachers really interests me, and I think this study can be a good model for my present study as it also provides useful information on the relation between changing language teaching and learning theories and the language learning strategies which go alongside. Oxford, R. L. (2003). Language learning styles and strategies: an overview. In Learning styles and strategies (pp. 1-25). GALA. In this chapter, Oxford mainly discusses the distinction between learning styles and strategies in depth. Extended definitions of the key terms are provided. This chapter of the book is fundamental to my study since detailed description of each style or strategy is given one by one, and there is also a part discussing the implications for L2 teaching. The author clearly indicates that harmony between students style and strategy preferences and a combination of instructional methodology and materials is the essence of helping students perform well in their L2 learning.

Canadian Immigration Policies Essay

Do Canadian immigration policies align with Canadian values while responding to current issues surrounding immigration? Factors that influence Canadian immigration policies: One of the factors that influence Canadian immigration policies the most is the economy. When a province is in need of people to fill certain jobs but there are not enough in Canada, they will make sure and find a certain percent of immigrants that can fill those job offerings. This is a process called the Provincial Nomination Act. A factor that also plays a part in the economic influences is that Aboriginals are also apart of Canada. Canada and Aboriginals try to work together and share in prosperity, yet still a great amount remains uneducated, homeless, unemployed and some need social training. This creates conflict with the fact that they are trying to find immigrants who need jobs, and are providing them with job opportunities if they have the certain skills. Aboriginals are worried that Canada is more focused on immigrants then the people who lived here first. All this creates obstacles in the First Nations fully participating in Canada’s economy. Another great factor that plays a role in influencing Canada’s immigration policies is security. In 1976, the guidelines for the security part of immigration did not have that many rules, you just could not be a spy before you came to Canada, or not be suspected of participating in any espionage while in Canada. Now that the times have changed, and many world issues including terrorists have come about, in 2002 they changed the policies to include many security guidelines that include things such as, being a danger to Canadian security, or engaging in terrorism. These security issues have definitely been a factor in influencing the policies for immigration here in Canada. ’ Health is a factor that also influences how Canada changes their immigration policies. Since some immigrants live in countries where certain diseases there, are eradicated in Canada they had to make sure that no immigrants can bring over diseases. This has an influences on Canadian health immigration policies so that they can make sure no diseases can outbreak in Canada that can harm citizens. World Issues and Canadian Immigration As I said in the paragraph about how security influences Canadian Immigration policies, well world issues such as terrorism, violence, and espionage have changed the policies so that Canada can be sure that no people, economic, refugee or family can possibly be a danger to the security of Canada. The Singh decision is also a demonstration of how Canada changed it’s policies so that Canada could be a better place for immigrants. Satnam Singh was a guy who tried to come to Canada from India, claiming refugee status. He was denied under the immigration act of 1976. The Supreme Court, found that this violated section 7 of the charter of rights and freedoms, and that he had the right to a proper and unbiased hearing, and to receive justice, life, liberty and security as long as he was on Canadian soil. This made it so that all people claiming refugee status in Canada had the right to a hearing. This is one of the ways we have shaped our policies for world issues. Since the Singh decision in the 1980’s, this has affected many people claiming refugee status because of war, poverty, population growth, and natural disasters. This allows them to come to Canada and maybe be eligible to seek refuge here. Impacts on the Aboriginals Canadian immigration has a large impact on Aboriginals because they are worried that the Canadian government cares more about immigrants then they do about the First Nations. As I said before, because so many First Nations are homeless, unemployed, and uneducated they cannot always play a proper role in Canadian economy. The Canadian government though will spend money on providing food and other accommodations for refugees who aren’t even living in Canada officially yet. You can see how this impacts the First Nations, like in the Attawapiskat where hundreds are homeless. Yet, in 2005 AFN created the Assembly of First Nations, resolution no, 49. Saying that all immigration should freeze until they solve the issues with the First Nations and there â€Å"third world problems†. The Provinces and Immigration Provinces mostly only have a small little bit of control over immigration, the most provinces can do is use the Provincial Nomination Program, where they can control the percentage of immigrants that goes to that province with certain skills. Although, this does not mean that they can control who goes where, it just increases the likelihood they will move there. Problems that occur when immigrating Since we did our â€Å"Your story is my story† project, it has opened up and showed me a lot of the problems that can happen when immigrating. When people immigrate to Canada, many times they need to re-do their education, even if they acquired education in their countries. My â€Å"Your story is my story† girl, Tatiana, also had to re-take her courses in Canada, and not only the courses she took before (Nursing) but also English. Many immigrants with Ph. D’s and M. D’s end up working as taxi drivers or janitors because their qualifications are not recognized. This seems to be one of the biggest issues when immigrating to Canada. Another problem that seems to occur is of course the language barrier. Under our immigration laws, immigrants must be able to read and write either English and/or French at a functional level. Yet, many of the immigrants moving here today seem to only know very little English or French at all. That is also why a majority turns to menial jobs. A problem that occurred a little bit ago was that in Herouxville they created a code of life in which they targeted Muslim immigrants. Although they did not particularly say that, they banned wearing anything like a mask or on your head unless it was Halloween. This seemed to offend many Muslim immigrants when coming to Canada, because they said the headdresses they where are apart of their religion and culture. This was a controversial subject, but the code of life did end up being changed. A similar incident to this was when a NDP attorney general Marion Boyd, wanted to introduce Sharia’s Law in Canada, for all Muslims who move and live here. Sharia’s Law is he moral code and religious law of Islam. Sharia’s law includes laws such as â€Å"If a women in your household disgraces your family, you are allowed to honor kill them. † There are other laws in Sharia’s laws that are like this. Homa Arjomand, a Muslim protester against Sharia’s law said, â€Å"We will not tolerate the interference of religion in our justice system. † This whole situation was controversial to Canada’s rights and freedoms and our values. So do Canadian immigration policies align with Canadian values while responding to current issues surrounding immigration? No, I believe that our policies do not align with our values surrounding the current issues in immigration. As you can see from the evidence I have pointed out, there are many controversial issues that occur when it comes to immigrants’ religion. I think our policies need to be altered even more so that, immigrants don’t need to retake years of university or high school to become re-qualified for jobs they were already doing in their home countries, because they’re not recognized here. The language barrier should be one of the most important things when immigrants come to Canada. Immigrants must know how to speak either of our official languages otherwise how do we expect them to live here and understand what’s going on in Canada. I also think that although this is Canada and we accept many different cultures and religions, we will make it clear that we do not accept things like honor killings or as the NDP attorney general was trying to introduce, Sharia’s law. This is not racist or discriminative this is going by what we have in the Charter of Rights and Freedoms. Also, I believe that another current issue that does not align with Canadian values or policies is the problem with the First Nations such as the problem in Attawapiskat. All these things lead up to the conclusion that these definitely do not align with either of Canada’s values or policies.

George Washington was the first President of the United...

George Washington was the first President of the United States. He was elected on April 30, 1789 Washington had the respect of everyone. Washington had many intriguing qualities. An example would be his quality of concern for his men. Throughout the Revolutionary War, Washington lost many of the battles, but he chose to lose them, rather than to win and risk all of his men’s lives. He made tactical retreats to save his men. George Washington, our first President, won over the hearts and earned the respect of the people of the United States because of his strong character, and not because of his political genius. In fact he never even went to college, due to lack of money. George Washington had the respect of not only politicians,†¦show more content†¦Apart from being recognized by different kinds of peoples, one could tell that Washington really was devoted into developing a new, stable, and prosperous country. In a few excerpts from documents Washington wrote himself, a few examples of this can be found. In one document, he wrote about how every action he took in his office, he did to help achieve the consent of the people. His way of taking action is to not care too much about how it might affect himself personally, or maybe just the area around, and to not care about limited or biased solutions. Instead, he wants to take action in matters that are significant and ever-lasting to the United States. In another document, he wrote about how he wants all citizens to be good ones, help keep up the principles of the Constitution, and to keep the States’ independence from any attacking force. This shows that from the bottom of his heart, he truly wanted a perfect nation, one that he founded. George Washington was the first President of the United States who earned everyone’s respect due to his appealing qualities, and not sue to any political background. In fact, he was the only President in the History of the United States who was unanimously chosen to hold that position. This was the also the case when he ran for a second term.This definitely says something to express even more how well respected he was. He had the respect of major people, and people who weren’t considered to be people. He had the respect of hisShow MoreRelatedThe First Five Presidents Of The United States1233 Words   |  5 PagesThe first five presidents for the United States impacted the United States greatly and their names were George Washington, John Adams, Thomas Jefferson, James Madison, and James Monroe. The president I think that impacted the U.S the most was George Washington who was in office for eight years (1789-1797). George Washington who was the commander in chief and le d the army in the Revolutionary War and gained freedom from Great Britain at that time there was thirteen colonies in the United States. 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The New Form Of The Electric Industry - 2237 Words

Abstract--The Norwegian parliament decided to restructure the electric power market following United Kingdom’s adoption of The Energy Act in 1990 to promote market competition and improve efficiency. Nord Pool was founded in 1993 as a pool for electric power exchange and became the world’s first integrated exchange platform to trade electric power contracts. This paper presents a summary of the several milestones in the development of the Nordic power market into its present form. The financial derivative market, the day-ahead market, the intraday market and the major market participants in Nord Pool have been elaborated along with the mechanism used by Nord Pool to determine the spot price through market auctions. Also issues on limitations in available transmission capacity and congestion management in the form of price areas and buybacks have been discussed. 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The subsidies are money given by the government to help the auto industry make electric cars and offer discounts for people to buy them. If they went away, car companies would be forced to sell electric vehicles at huge losses of money. The thriving auto industry is one of the few bright spots for business in the U.S. It would be thrown into disarray. The subsidies help make up for toughRead MoreCorporate Level Strategies : Strategic Management1339 Words   |  6 Pagesanalysis must be conducted by top-level managers to assess current business performance and to determine potential for growth. Corporate leaders create value for their businesses using three main approaches: expansion (diversification) within the industry or markets, concentration, and vertical integration. Diversification can either be related or unrelated. It is the responsibility of corporate leaders to set the firm’s strategic direction through mission and vision; develop a corporate-level strategy;Read MoreVolkswagen Emissions Scandal Case Study1015 Words   |  5 Pagespursuing its strategic goals (improving fuel economy with lesser emissions), in order to remain competitive in the automotive industry. To prevent future scandals, effective corporate governance needs to be implemented at Volkswagen. EXTERNAL ANALYSIS The ecological environment necessitates clean, renewable energy sources, which requires automakers to design motors with these new fuel sources in mind. The legal environment imposes stricter regulations on vehicle emissions, compounding the ecologicalRead MoreNew Power Plants Of Automobiles860 Words   |  4 PagesNew Power Plants in Automobiles Since the beginning of the automobile the power plant has been evolving. From the early days of the steam powered vehicle to gas, diesel and hydrogen powered engines of today. The newest power plants now are electric and electric hybrid vehicles but there is still one thing that hasn t been completely replaced in this type of vehicle, and that is the internal combustion engine. There have been some innovations in recent years for the internal combustion engine