Use of communicative strategies in L2 learning: an intercultural study.

• Valverde Zambrana, José María ^[1]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: IJES: international journal of English studies, ISSN 1578-7044, ISSN-e 1989-6131, Vol. 20, Nº. 3, 2020 (Ejemplar dedicado a: Open Issue), págs. 77-107
• Idioma: inglés
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• Resumen

  • The purpose of this paper is to assess the most commonly used L2 learning strategies, especially those of communicative type, of undergraduate students and how these strategies are related to their language performance. Additionally, this study also aims to examine the effect of gender on the type of strategies they use and how this fact affects learning. We make a comparative study of the use of L2 learning strategies by Spanish undergraduates and by those coming from the Erasmus+ program and from the Republic of Korea. In terms of data collection, two instruments have been used, a self-made profile questionnaire and the SILL inventory (Oxford, 1990), in order to evaluate students' use of L2 learning strategies, data on the similarities and differences in the use and level of frequency of use of strategies employed by our students. Furthermore, the emerging profile of the data analysis obtained has been described and we have made an assessment by comparing our data with that of previous research. In addition, we also find that gender is a significant factor among all students regardless their nationalities. We discover that the female students make a greater use and with more frequency of all type of learning strategies, especially those of communicative type, with special relevance in the socio-affective strategies. In our conclusion, we point out that training in learning strategies for second language acquisition can help learners learn better by increasing their awareness of L2 learning strategies, and by increasing the number of strategies they use. Moreover, knowing the L2 learning strategies used by our students becomes a guarantee of success when designing teaching methodologies aimed at achieving significant learning results.