Committee Chair

Metzger, Richard L.

Committee Member

Weathington, Bart L.; Ourth, Lester Lynn

Department

Dept. of Psychology

College

College of Arts and Sciences

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Language learning strategies (LLS) employed by students learning a second language are evaluated for frequency of use and relationship to measures of linguistic competency and grades. LLS are measured here by use of the Strategy Inventory for Language Learning (SILL), version 5.1 for native English speakers learning a second language. This thesis evaluates the usefulness of the SILL at predicting LLS usage and second language performance. It also provides statistical analyses of the SILL to evaluate construct validity of the subscales designated within the SILL. Overall and subscale reliability of the SILL were confirmed to be consistent with previous findings, and factor analyses of validity were also confirmed to be consistent with previous findings. Two versions of the SILL exist, and the research presented in this thesis explores the version less commonly studied. Version 5.1 is used for native English speakers learning a foreign language, and version 7.0 is used by non-English speakers who are learning English (ESL or EFL students). The extant body of research employing the SILL directly or indirectly is extensive and has produced a variety of evaluative techniques by which to understand the relationship between LLS and other factors associated with second language learning. These factors include grade level, gender, nationality, and participant linguistic competency assessments. The vast majority of research conducted using the SILL employs version 7.0 (EFL/ESL) in which a heterogeneous group (participants whose native language are Spanish, Turkish, Chinese, or Korean) are measured on LLS usage in learning English. By employing some of the techniques and approaches used in prior EFL SILL research, the benefits of the SILL can be explored as a more homogenous group (native English speakers) branches out into heterogeneous language studies.

Degree

M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.

Date

5-2010

Subject

Language and languages -- Computer-assisted instruction

Discipline

Psychology

Document Type

Masters theses

DCMI Type

Text

Extent

iv, 76 leaves

Language

English

Rights

https://rightsstatements.org/page/InC/1.0/?language=en

License

http://creativecommons.org/licenses/by-nc-nd/3.0/

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Psychology Commons

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