Is More the Merrier: The Relationship between Taiwan University Students English Language Learning Strategies and English Proficiency Test Performance

Abstract

Second language learning has always been a complicated process involving many factors such as biological, neurological, psychological, and sociological factors. Second language learning strategies, among different factors influencing second language learning, if used appropriately may contribute to the success of second language learning. (Bull, 2000). Within the recent decade, research findings in the field of second language acquisition have pointed out the significant role that learners portray in the language learning process (Brown, 2007; Oxford, 2003). A proficient language learner, as described by Rubin and Thompson (1994) is one that is able to employ a range of learning strategies in learning a foreign or second language. Consequently, the focus of research on language acquisition has gradually shifted from examining mainly the teacher and teaching pedagogy towards the correspondence of language acquisition and the learners�� learning strategy (Lee, 2003); prominent emphasis is on looking at the strategies and techniques the learner employs when learning a language. This study investigates the language learning strategies employed by English major and non-English major freshmen as well as its relationship with their performance on the College Student English Proficiency Test.



Author Information
Chia-Yin Chen, Wenzao Ursuline University of Languages, Taiwan
Yuhshi Lee, Wenzao Ursuline University of Languages, Taiwan
Szu-An Chen, Wenzao Ursuline University of Languages, Taiwan

Paper Information
Conference: ACEID2015
Stream: Higher education

This paper is part of the ACEID2015 Conference Proceedings (View)
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