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An Instructional Design of Second Language Learning Strategy Training
Second Language Learning
Strategy Learning Training
Learning Chinese as a Second Language
The purpose of this study is to design a language learning strategy training course for Chinese learners as a second language(CSL) in order to raise their awareness of language learning strategies. ADDIE model (analysis, design, development, implementation and evaluation) was used as a model for course design. In the experiment, 10 international students in Taiwan were selected to participate. Before designing the strategy training course, the researcher analyzed their need through a Strategy Inventory of Chinese Learning. Also, participants where interviewed separately, in which details of their strategy use when learning in graduate school. The strategy training course contained six sessions and which were based on Oxford’s Language Learning Strategies and learners’ demands. According to Oxford (1990), there are six categories of language learning strategies: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. Each category was assigned as the topic of each training session. The participants responded to the Strategy Inventory of Chinese Learning and attended an interview after the course on learning. Paired t-test procedures were computed. A significant difference was found between learners’ use of learning strategies between pre-test and post-test. The result implies that strategy training course has positive effects on learners’ use of the strategies and awareness-raising. Learners’ awareness of Chinese learning strategies has been raised after the strategy training course. The research then discusses how the strategy training course help to raise the awareness of Chinese learning strategy and improve learners’ use of learning strategies in both frequency and variety at the end of the course. The results from the interviews also support the statistic results, demonstrating that the strategy training would benefit the learners if the content and course are related to learners’ learning materials and courses in graduate school. It helps the learners to employ learning strategies in their learning and raise the frequency of their use of learning strategies. Also, the learners stated that they have gained more knowledge and usage of the learning strategy in the strategy training.
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