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Keywords:

  • Korean;
  • classroom achievement;
  • individual differences;
  • language learning strategies;
  • Strategy Inventory for Language Learning

Abstract: This study examined the relationship between student strategy use and the development of proficiency in a Korean as a Foreign Language classroom. A total of 66 English native speakers learning Korean as a Foreign Language were administered the Strategy Inventory for Language Learning (SILL), Version 5.1. Findings indicated a low positive correlation between each of the six subscales of the SILL with one exception, a somewhat higher correlation between the subscales and the total SILL score; and again a generally low positive correlation between SILL scores, total SILL, and classroom achievement. Correlations on an overall basis were therefore not so well defined, nor were they of sufficient strength to be used as predictors for achievement. Classroom indications would indicate that an overemphasis on language learning strategies may not be appropriate, and they should be treated as only one among many variables in the language learning process.