Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560393
Title: The strategies for learning to speak English employed by Taiwanese non-English majors : a phenomenographic study
Author: Su, Chiung Ying
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2012
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Abstract:
English speaking is arguably the most problematic aspect for adult learners in Taiwanese EFL environments. The gap between the curricular objectives and the results of the General English Proficiency Test (GEPT) indicates that younger generations outrun college students in learning to speak English. Moreover, the exchangeable use of terms such as English as a Second Language (ESL) and English as a Foreign Language (EFL) reveals the conceptualization of Second Language Acquisition (SLA) which assumes that learners learn to speak the target language in a naturally occurring language environment. This is manifested in Language Learning Strategy (LLS) theories focusing on communication/compensation strategies. However, the initial pursuit of ‘universally effective’ LLS has been called into question and there is a need for the contextualization of LLS research. To begin with, this study differentiates the concept of ESL and EFL in order to unravel the hidden assumption of SLA/LLS. Next, in adopting a sociocultural-ecological perspective, strategies for learning to speak English are considered as niches rather than fixed entities presented in mainstream LLS survey research. Specifically, because this study aims at depicting five non-English majors’ qualitatively different ways of perceiving and experiencing in their local environment (i.e., their constructed reality), phenomenography is used to examine the person-environment relationships. Lastly, qualitatively different SLSEs will be discussed in hopes of facilitating a more reflective way of learning to speak in EFL environments.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.560393  DOI: Not available
Keywords: LB2300 Higher Education ; PE English
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