UNIVERSITY OF ESSEX
DEPARTMENT OF LANGUAGE AND LINGUISTICS
Gender Differences in Language
Learning Strategies
Of Greek EFL students
A thesis submitted for the degree of
MA in Applied Linguistics
By Stavroula.E.Karvouna-Gkarampliana
Supervisor: Dr. Julian Good
Date of Submission: September 2010
Word count excluding references and appendices: 18.780
-1-
GENDER DIFFERENCES IN LANGUAGE LEARNING STRATEGIES
OF GREEK EFL STUDENTS
Number of words:
-2-
This paper is dedicated to my dearly loved mum, Sotiria, my brother, Christos, and the rest of
my family who were and still are always by my side any time I need them.
This is also dedicated to my favourite teacher of English, Angela, and my friends: Andria and
Melina who gave me many reasons to smile.
-3-
Acknowledgements
I would like to thank my supervisor Dr. Julian Good who encouraged me to conduct this
study and for his immediate support and kindness to help me any time it was necessary. Also
I would like to thank my participants because without them this research would not have been
possible. Finally, I would like to thank my readers for their interest in reading this research
paper.
-4-
Abstract
The main area of focus of this paper is related to the consideration that Language Learning
Strategies are powerful tools that could enhance and facilitate students’ language learning
process. It has often been claimed that males perceive and process the information in a
second language differently compared to females when learning English as a Foreign
Language which is the area I am particularly interested in.
This paper aims to shed light into the gender variable in Language Learning Strategies and
their level of frequency of use. More specifically, a number of University students from the
Northern part of Greece was randomly chosen to participate in this research study. The
participants were separated into two target groups according to their gender. They were all
studying English as a foreign language in Greece and their level of competence varied
between upper intermediate to proficiency level. The strategies that students were examined
are based on Oxford’s (1990) classification: a) Memory, b) Cognitive, c) Compensation, d)
Metacognitive, e) Affective, f) Social.
The main research instrument implemented for this research was Oxford’s (1990) Strategy
Inventory for Language Learning (SILL), which is a battery of fifty statements in which
students would have to rate using a five point Linkert scale from 1 (never or almost never) to
5 (always or almost always). The follow up interviews were used complimentary to this study
to provide further elaboration on the data elicited by the SILL as well as explain the result
findings of this research. Following Rebecca Oxford’s taxonomy in LLS as well as the SILL,
which was designed by her, the data was analyzed statistically and an average number was
figured out for each strategy. Figures and graphs are drawn to illustrate the differences in
frequency and facilitate the process of comparison. The qualitative part of the research
consisted of 12 interviews on six male and six female students. The interview questions
required students to further elaborate on the data they previously gave on the SILL as well as
justify their answers. The interviews were transcribed and coded in order to make the process
of analysis and comparison easier. Triangulation of the data ensured the validity of the
answers. Findings of this research suggest that the frequency of use of Language Learning
Strategies is slightly higher on females compared to their male counterparts in almost every
strategy. However, both genders appear to use Affective strategies less than any other
-5-
strategy. Result findings of this research might be explained by taking into consideration
parameters such as motivation, the Greek educational context and students’ beliefs. However,
what is important to point out is that the conclusions of this research could have significant
teaching implications for the teachers of EFL in Greece. Result findings suggest that teachers
of foreign language in Greece should provide proper training on the use of Language
Learning Strategies to their students.
-6-
Table of Contents
NOTE TO THE READER ........................................................................................................ 9
INTRODUCTION ................................................................................................................. 10
CHAPTER 1 .......................................................................................................................... 11
1.1 Definitions and Classifications ...................................................................................... 11
1.1.1 Definition of Language Learning strategies ........................................................... 11
1.1.2 Classification of Language learning Strategies ...................................................... 12
1.2 Oxford’s (1990) Language Learning Strategies Classification System .................... 13
1.2.1 Memory strategies .................................................................................................. 13
1.2.2 Cognitive strategies ................................................................................................ 14
1.2.3 Compensation strategies ......................................................................................... 15
1.2.4 Metacognitive strategies ......................................................................................... 16
1.2.5 Affective strategies ................................................................................................. 16
1.2.6 Social strategies ...................................................................................................... 17
CHAPTER 2 .......................................................................................................................... 18
2.1 Literature review ........................................................................................................... 18
2.1.1 Research into the Gender variable in Language Learning Strategies use .............. 18
2.1.2 Research questions
............................................................................ 24
CHAPTER 3 ......................................................................................................................... 24
3.1 Methodology ................................................................................................................ 25
3.1.1 The research methods ............................................................................................ 25
3.1.2 Research method 1: The SILL version 7.0 ............................................................. 25
3.1.3 Research method 2: The follow up standardized open ended interviews (selected
participants) ..................................................................................................................... 26
3.2 Validity of the research methods ............................................................................... 29
3.3 Pilot ............................................................................................................................ 30
3.4 Language selection .................................................................................................... 30
3.5 Confidentiality ........................................................................................................... 30
3.6 The participants’ profile ............................................................................................ 31
3.6.1 The context of conducting the research .................................................................. 32
3.7 The data collection process ....................................................................................... 32
3.8 Data analysis methods ............................................................................................... 33
3.8.1 SILL analysis .......................................................................................................... 33
3.8.2 Interview analysis ................................................................................................... 34
3.8.3 Trianguation ........................................................................................................... 35
-7-
CHAPTER 4 .......................................................................................................................... 37
4.1 Results ........................................................................................................................... 37
4.1.1 Participants’ most preferred Language Learning Strategies ..................................... 38
4.1.1.1 Males ....................................................................................................................... 38
4.1.1.1.1Compensation strategy ...................................................................................... 38
4.1.1.1.2 Social Strategy .................................................................................................. 40
4.1.1.2 Females ................................................................................................................... 41
4.1.1.2.1 Metacognitive Strategy ..................................................................................... 42
4.1.1.2.2 Social Strategy .................................................................................................. 44
4.1.2 Participants’ least preferred Language Learning Strategies ................................... 45
4.1.2.1 Males ....................................................................................................................... 45
4.1.2.1.1 Memory Strategies............................................................................................. 45
4.1.2.2 Affective Strategies ................................................................................................. 46
4.1.2.2.1 Males ................................................................................................................. 47
4.1.2.2.2 Females .............................................................................................................. 48
4.1.3 Comparison between male and female results on Oxford’s SILL ............................. 49
CHAPTER 5 .......................................................................................................................... 50
5.1 Discussion .................................................................................................................... 50
5.2 Implications of this research ......................................................................................... 54
5.3 Limits of this research ................................................................................................... 58
5.4 Suggestions for further research .................................................................................... 58
CONCLUSION ..................................................................................................................... 59
REFERENCES ....................................................................................................................... 60
APPENDICES ......................................................................................................................... ??
-8-
List of tables
Table 1:Definitions on the Language Learning Strategies through the years according to the
relevant literature. ...................................................................................................................... 1
Table 2: Example of A.S.F process of selection of interview questions.. ................................ 2
Table 3:Example of G.M.F’s process of analysis of the results on the SILL .......................... 3
Table 4:Example of the process of coding of the interview transcripts from G.M.F. .............. 4
Table 5:Table which describes an example of GMF’ s data triangulation from the SILL (left
column) and the follow up interview questions (right column). ................................................ 5
List of Figures
Figure 1: Males’ total average scores on the SILL(Oxford (1990)). ........................................ 1
Figure 2: Females’ total average on the SILL (Oxford (1990)) ............................................... 2
Figure 3: Comparative graph on Language Learning Strategies frequency of use between
male and female participants according to the SILL (Oxford. 1990) ........................................ 3
-9-
Note to the reader
Due to the word limit, it was considered as necessary to use contracted forms of particular
terms in order to avoid repetitions. The list below presents alphabetically the most common
shortened forms used throughout the paper as well as their connotations to help the reader
understand their meaning.
EFL: English as a Foreign Language
FL: Foreign Language
L1:Native Language
L2: Second Language/ Foreign Language
LLS: Language Learning Strategies
TL: Target Language, or the language someone intends to learn
Explanations are provided in the footnotes are used throughout the paper to clarify the
shortened forms. Also, footnotes are used to elaborate more on the information presented by
presenting the relevant literature in the area.
- 10 -
Introduction
A genuine interest towards foreign language learning has been cultivated in the Greek social
and educational context over the years since the Greek economy is based primarily on
tourism and communication with the visitors is necessary. Nowadays it is obligatory for
everyone to attend classes of English at public schools as well as private preparatory schools.
Also, certified knowledge of English is a necessary prerequisite for any kind of job. As a
result many Greek students start learning English at the age of 8-10 aiming to pass an exam
and get a certificate of competency in English1 in the long run. Being a democratic country as
well as a member of the European Union there is equality in education between males and
females supported by the law. They study together in mixed gender schools and are given
equal opportunities to continue their studies at University level. However, as far as the job
market is concerned things appear to be equal but in reality sometimes they are not as males
are preferable to the employers than females and the society demands males to be the ones
who support the family financially2.
The present study aims to explore the frequency of use of language learning strategies on
male and female students of English in the Greek context. The reason why I became
interested in this area is the fact that as a student of English Language and Linguistics in
Aristotle University in Greece, visiting student in two universities abroad (the University of
Cyprus and the University of Bedfordshire (UK)) during my undergraduate studies and as a
postgraduate student at the University of Essex (UK), I observed that the number of females
studying English at University level was always relatively higher compared to the number of
males3. Having this in mind I decided to conduct this study focusing on the gender
differences between male and female students, on the use of Language Learning Strategies in
EFL4 and trying to explore the reasons why the area of language learning is more female
dominated based on the variable of LLS use between male and female learners of English.
The data is taken from my home country, Greece, and I speculate that the result findings
would be beneficial especially to teachers of English in Greece.
1
In the Greek EFL context two Universities traditionally provide officially recognized certificates of competency in English: The University
of Cambridge (UK) and the University of Michigan (USA).
2
For further elaboration see the discussion Chapter 5.
3
Similar observations have been reported by (Sunderland (2000) and Gu (2002).
4
EFL: English as a Foreign Language.
- 11 -
Chapter 1
1.1 Definitions and Classifications
1.1.1 Definition of Language Learning strategies
The term Language Learning Strategies has been given different definitions as the research in
this area progressed over the years. The table below includes a historical review of the most
influential definitions that the term has been given through the years:
Name
of
the Definitions given on the Language Learning Strategies
author(s)
Rubin (1975:43)
“Strategies I mean the techniques or devices which a learner may use
to acquire knowledge.”
Stern (1983: 405)
“Strategy is best reserved for general tendencies or overall
characteristics of the approach employed by the language learner,
leaving techniques as the term to refer to particular forms of
observable learning behaviour.”
Chamot (1987:71)
“Learning strategies are techniques, approaches or deliberate actions
that students take in order to facilitate learning, recall of both linguistic
and content area information.”
Rubin (1987:23)
Learning strategies are strategies which contribute to the development
of the language system which the learner constructs and affect learning
directly.
Wenden (1987:6)
“the term learning strategies refers to language learning behaviours
learners actually engaged in to learn and regulate the learning of a
second language.”
Cohen (1990:5)
“learning strategies are viewed as learning processes which are
consciously selected by the learner. The element of choice is important
here because that is what gives a strategy its special character.”
Oxford (1990:8)
“Learning strategies are specific actions taken by the learner to make
- 12 -
learning easier, faster, more enjoyable, more self directed, more
effective and more transferable to new situations”
Larsen-Freeman
and
“learning strategies, those unconscious and conscious activities
Long undertaken by learners that promote learning”
(1991:212)
Cohen (1998:4)
“Language learning and language use strategies can be defined as
those processes which are consciously selected by learners and which
may result in action taken to enhance the learning or use of second or
foreign language, through the storage, retention, recall and application
of information about the language.”
Table 1:Definitions that Language Learning Strategies have been given through the years according to the relevant literature.
In light of the definitions given above and for the purposes of this study, language learning
strategies could be defined as the deliberate and consciously selected techniques or actions
that students take in order to facilitate their language learning process. To illustrate this, LLS
could be related to the actions or techniques that foreign language learners implemented
when they try to learn5 a TL6 either by themselves or when involved in social interaction with
native speakers of the TL.
1.1.2 Classification of Language learning Strategies
There is a considerable amount of classification systems reported in the area of LLS
(Genesee, F., (1978) Rubin, J. (1975), O’Malley, J.,M. and Chamot, A.,U. (1990, Nyikos, M.,
(1990)). However, more recent studies in the field of LLS (Oxford and Ehrman (1989),
Nyikos and Oxford (1993),Oxford and Ehrman (1995), Dreyer and Oxford (1996), Kaylani
(1996), Goh and Foong (1997), Mochizuki (1999), Griffiths and Parr (2001), Griffiths
(2003), Peacock and Ho (2003), Hong-Nam and Leavell (2006), Mokuedi and Rhonda
(2007), Deneme (2008), Ghee et al (2010)) are based on Oxford’s Language Learning
5
In this paper the terms acquisition/learning will be used interchangeably to refer to both conscious and unconscious learning processes that
students engage themselves in when learning a foreign language.
6
TL: Target Language, the language that someone intends to learn.
- 13 -
Strategies Taxonomy (Oxford (1990)). In the same vein, with the aforementioned studies I
consider that Rebecca Oxford’s LLS Taxonomy would be the most suitable for my research
since it could clearly portray the most prevalent tendencies between male and female students
on LLS strategy choice of EFL students in Greece.
1.2 Oxford’s (1990) Language Learning Strategies Classification System
Rebecca Oxford (1990) tried to classify the LLS into six major categories:
1.
Memory strategies
4.
Metacognitive strategies
2.
Cognitive strategies
5.
Affective strategies
3.
Compensation strategies
6.
Social strategies
1.2.1. Memory strategies: Mostly relevant to memorizing (especially vocabulary) and
recalling of the learnt information. Many scholars highlighted the importance of memory
strategies in the language learning process (Oxford (1990), (Stern (1975)). As Oxford (1990)
suggested memory strategies involve a set of mental functions such as: (a) creating mental
linkages, (b) applying images and sounds, (c) reviewing well,(d) employing action. More
specifically, the memory strategies are going to be described in more detail below:
a. “Creating mental linkages”: categorizing new words mentally into different groups
which share similar properties by using colour coding or contracted forms in order to
facilitate retrieving of information. In addition, it includes learners’ effort to connect
the old knowledge with the new sometimes by creating imaginary situation(s) where
the new linguistic elements could fit in properly in order to be recalled easier in the
long run.
b. “Applying images and sounds”: includes visualizing mentally or writing on a piece
of paper a new word accompanied by relevant objects, situations or series of actions;
writing down on a piece of paper the new word and drawing arrows of relevant
vocabulary around the word. Also it is relevant to associating the sounds of new
linguistic elements to an image or situation; for example one might remember the
- 14 -
English city Blackpool by associating it with a pool filled with black water. Finally,
it includes the mere association of sounds of a new word in the TL with words/sounds
similar to the native or other language(s) already known to the learner; for example a
Greek student of English might remember the English word “academic” by
associating it with the Greek word “ Ακαδημία” [Acadimia7] (= school, academy in
Greek).
c. “Reviewing well”: refers to learners’ ability to arrange revisions on their own so
that the learnt material would not be forgotten.
d. “Employing action”: related to using mime or “acting out” (Oxford, 1990:66) the
new vocabulary item/grammar rule in order to facilitate memorisation. Also it is
relevant to the technique of writing down the new vocabulary on flashcards and
moving them constantly from one pile to the other until the vocabulary is learnt
perfectly.
1.2.2
Cognitive strategies: Related to the techniques that students perform during the
process of studying a foreign language on their own. Research in this area highlighted the
significance of the use of cognitive strategies in facilitating language learning ((Genesee
(1978), O’ Malley et al (1985), O’ Malley and Chamot (1987), Skehan (1989), Chamot and
Kupper (1989), Vann and Abraham (1990). Oxford (1990) identified four actions that are
associated with the cognitive strategies: (a) practicing, (b) receiving and sending messages,
(c) analyzing and reasoning, (d) creating structure for input and output. Here is a brief outline
of the techniques related to the cognitive strategies:
a. “Practicing”: behavioural reproduction of elements in the L28 either orally or written
and practicing the new words in phrases or sentences in the L2 aiming to increase
learners’ awareness on words that match together. Also it might include
experimenting with the TL by inserting words or phrases into already known
sentences in the L2.
7
Acadimia: Latin Transcription of the Greek word: Ακαδημία.
8
L2: Second Language or Foreign Language.
- 15 -
b.
“Receiving and sending messages”: getting the gist of a text/dialogue in the L2 at
once by writing down the main points of a text/dialogue or simply pinpointing them
mentally.
c. “Analyzing and reasoning”: tracking down specific rules in the L2 by analysing the
general information given or finding out
the general idea by understanding the
constituents of the input in the L2. Another relative action is to critically compare and
contrast items in the TL with items of one’s own L19 and identify any common or
diverse aspects between the two languages. Also it refers to decoding elements from
the TL into the learners’ own native language to facilitate comprehension or linking
of concepts/rules/words from the NL into the TL to improve learners’ level of
comprehension or language production.
d.
“Creating structure for input and output”: Keeping an outline of a text/conversation
on a piece of paper in the L2, writing a review of the information received, using
colourful highlighters/pens in different colours to underline particular key points of a
text in the L2.
1.2.3 Compensation strategies: Implemented in order to compensate for a gap in one’s
knowledge of the TL. The significance of this strategy has been underlined by researchers
such as Bialystok (1979) and Rubin (1975) who advocated that this it is one of the most
important techniques when learning a foreign language. According to Oxford (1990)
compensation strategies involve two characteristic functions: (a) guessing intelligently and
(b) overcoming limitations in speaking and writing.
a.
“Guessing intelligently”: compensating for the missing knowledge by using the
prompts given in the context, non verbal cues or general knowledge of the world.
b.
“Overcoming limitations in speaking and writing”: actions that speakers of English
might perform when they need to communicate with speakers of the TL especially in
cases when there is no dictionary available. More specifically it may include: code
switching10, asking for explanation, using the body language to describe something,
9
NL: Native Language
10
Code switch: The habit of mixing two different languages at the same time (Romaine (1995))
- 16 -
selecting particular topics in the L2 because they know its relevant vocabulary,
simplifying meanings, creating new words or using synonyms.
1.2.4 Metacognitive strategies: associated with the students’ management of their own
learning and studying. In addition, it has been suggested that successful use of metacognitive
LLS could create more independent and autonomous learners (Bialystok (1979), O’ Malley et
al (1985), Stern (1986), O’ Malley and Chamot (1987), Chamot and Kupper (1989), Skehan
(1989), Vann and Abraham (1990), Oxford and Dreyer (1996), McDonough (2002)). Oxford
(1990) identified three main properties of the metacognitive LLS: (a) Evaluating your
learning, (b) arranging and planning your learning, (c) centering your learning. More
specifically:
a.
“Centering your learning”: selecting the areas of focus according to the students’
current needs in the TL, centre one’s attention in the TL avoiding sources of
destruction, producing output in the TL after having received enough input in the TL.
b.
“Arranging and planning your learning”: setting objectives and deadlines in
language learning according to one’s own needs, planning carefully the actions one
would do in order to achieve the desired goals, trying to find ways to expose oneself
more into the TL.
c.
Evaluating your learning: being able to find out errors when producing the TL on
one’s own; it may also include the process of identifying one’s own strengths and
weaknesses in the TL.
1.2.5 Affective strategies: Relevant to the students’ ability to control their emotions when
dealing with the TL. It has been argued that affective strategies could be detrimental in ones’
own progress as well as performance (Genesee (1978), (Stern (1986), (Skehan (1989),
Oxford and Dreyer (1996), (Kondo and Ling (2004)). Affective strategies involve three
relevant actions based on Oxford (1990): (a) lowering your anxiety, (b) encouraging oneself,
(c) taking your emotional temperature.
a.
“Lowering your anxiety”: controlling the levels of anxiety by listening to relaxing
music, doing different activities to keep oneself calm, animated and in a cheerful
mood.
- 17 -
b.
“Encouraging yourself”: includes self talk, not losing confidence when making
errors in the TL considering them as part of their developmental process in L2
learning. Also, it may refer to actions of self rewarding for every achievement.
c.
“Taking your emotional temperature”: being aware of the signs that might betray a
particular emotional state, checking ones’ daily emotional state on a list, keeping a
personal journal where one could write down his/her feelings when learning a TL,
sharing emotions with someone.
1.2.6 Social strategies: relative to one’s own level of use of communicative skills in order to
facilitate interaction in the TL. It has been suggested that social strategies are influential in
foreign language learning (Genesee (1978), Rubin (1975), O’ Malley et al (1985), Stern
(1986), O’ Malley and Chamot (1987), Chamot and Kupper (1989), Vann and Abraham
(1990), Oxford and Dreyer (1996)). Oxford (1990:169) identified three categories of actions
that the social strategies incorporate: (a) asking questions, (b) cooperating with others, (c)
empathizing with others:
a.
“Asking Questions”: inviting the interlocutor to rephrase his/her message in the TL
in order to make sense, asking for feedback from native speakers of the TL regarding
their linguistic performance in the L2.
b.
“Cooperating with others”: working together with other classmates or native
speakers of the TL in order to develop their language skills.
c.
“Empathizing with others”: trying to understand the tradition of the native speakers
of the TL by all means. It may also include learners’ attempt to understand the way of
thinking or feeling under certain situations of native speakers of the TL usually by
asking them how they feel under different situations.
- 18 -
Chapter 2
2.1 Literature review
This section aims to provide empirical evidence from relevant studies in the literature of
gender differences in Language Learning Strategies.
2.1.1 Research into the Gender variable in Language Learning Strategies use
Research on LLS claimed that awareness in Language Learning strategies could be a key
factor in foreign language learning success (Stern (1975), Wenden (1985), Wenden (1987),
Pearson (1985), Rubin (1987), Stern (1987), Oxford (1989), Oxford and Nyikos (1989),
Chamot and Kupper (1989), Chamot et al (1989), Vann and Abraham (1990), O’Malley and
Chamot (1990), Ellis and Sinclair (1993), Oxford et al (1993), Miller (1993), Green and
Oxford (1995), Cohen (1998), Griffiths (2008)). Many scholars took this point one step
further claiming that the development of LLS from the part of the students could expand their
language learning skills and transform them into more autonomous learners (Oxford et al
(1989), Oxford and Nyikos (1989), Tudor (1996) and Griffiths and Parr (2001) Psaltou and
Kantaridou (2009), Rubin (1975), Skehan (1989) and Skehan (2000), Tudor (1996), Nation
(2001)).A further point is that research on this area revealed that the frequency of use of LLS
might depend on individual variables, especially the learners’ gender (Tran (1988), Oxford
and Nyikos (1989), Oxford (1989), Oxford et al (1988), Nyikos (1990), Larsen-Freeman and
Long (1991), Oxford et al (1993), Oxford and Ehrman (1995), Oxford (1996), Oxford and
Dreyer (1996), Kaylani (1996), Goh and Foong (1997), Cohen (1998), Nakamura (2000),
Sunderland (2000), Gu (2002), Peacock and Ho (2003), Griffiths (2003), Griffiths (2004),
Hong-Nam and Leavell (2006), Ghee et al (2010)).
Since the aim of this paper is to present the differences in Language Learning Strategies
according to the gender variable, I am going to mention some relevant studies in the area of
gender differences in Language Learning Strategies. The area of gender differences in LLS
use has produced contradictory and often conflicting results since it has been claimed by
many scholars in this area that there is a slightly higher tendency to employ Language
Learning Strategies on female rather than male learners of foreign language (Farhady (1982),
Eisenstein (1982), Oxford et al (1988), Oxford and Ehrman (1989), Oxford and Nyikos
(1989), Oxford et al (1993), Oxford and Ehrman (1995), Oxford (1996), Oxford and Dreyer
- 19 -
(1996), Kaylani (1996), Goh and Foong (1997), Mochizuki (1999), Peacock and Ho (2003),
Hong-Nam and Leavell (2006), Ghee et al (2010)).Larsen and Long (1991), Sunderland
(2000)). Rebecca Oxford shed light into the gender marker in LLS frequency of use by
conducting two influential research studies in the USA on native English speakers learning a
variety of foreign languages during the year 1989. One of the largest scale research studies in
this area was conducted by Oxford and Nyikos (1989) involving 1200 university students
from the USA learning a variety foreign languages. The age of the students ranged between
seventeen-twenty three years old and the academic major of the students was related to both
practical (engineering, computer sciences) and theoretical (such as education, humanities)
sciences. The number of the participants involved in this study was equally divided into
males and females and the data collection methods used were the SILL11 as well as a follow
up interview to verify the validity of the answers given on the SILL. The result evidence
claimed that there was a considerable difference between male and female students on the
frequency of use of language learning strategies. More precisely, female participants of this
study tended to implement a variety of Language Learning Strategies more frequently
compared to male participants on: (a) cognitive, (b) metacognitive, (c) and social strategies12.
Oxford and Nyikos (1989) moved on to explain the results based on the ground that females
might seem to be more motivated to get high marks at school or their nature might be more
communicative compared to men.
During the same year, Ehrman and Oxford (1989) investigated 78 native speakers of English
learning other languages in the Foreign Language Institute, USA. Some of the subjects who
participated in the research were already multilingual and highly educated. Once again. the
division between male and female participants was equal. A combination of both the SILL
and The MBTI13 was used as data elicitation methods. The results suggested that both male
and female participants achieved high scores in almost every strategy examined. At this
point, it is important to point out that females were still found to implement LLS more often
11
Strategy Inventory for Language Learning. A questionnaire devised by R. Oxford (1990), it is designed to measure the frequency of
Language Learning Strategies use.
12
For the needs of this study and in order to promote understanding and facilitate comparison(s) between different kinds of research, I
mention the results of this study using the corresponding terminology according to Oxford’s (1990) LLS taxonomy.
Mayer’s and Bigger’s Type Indicator:a psychometrical test that measures personality variables such as: extraversion, sensing, thinking,
judgment, introversion, intuition ,feeling, perception. It has been used in educational research in order to find out the personality types of the
learners.
13
- 20 -
compared to males. More specifically, females were found to have higher scores on: (a)
compensation, (b) metacognitive, (c) affective and (d) social LLS use.
During the 90’s Oxford moved on with her research on gender variables in LLS use in Japan
where Oxford and Young (1993) investigated the gender variable in the LLS frequency of use
among Japanese students learning English via satellite TV. A total number of 107 students
participated in this research consisting of 66 females and 41 males. Almost half of the
participants (57%) had already had a previous language learning experience whereas the
other half had not. The participants were asked to complete the SILL which was emailed to
them. The results of the study seem to indicate that females used cognitive, social and
affective strategies more frequently compared to men. Gender differences in memory,
compensation and metacognitive strategies use were not statistically significant. The results
suggested that gender could be considered as an important variable in language learning.
However, researchers proposed that learner strategies should not only be viewed under the
spectrum of gender differences implying that other variables such as motivation, learning
styles and previous language learning experience could have influenced students’ selection of
LLS use.
Oxford and Ehrman (1995) tried to integrate the gender factor together with various factors
that may influence the selection of Language Learning Strategies use such as: students’
proficiency, teachers’ perceptions, aptitude, learning style, personality, ego, motivation and
anxiety on students of other languages in the USA. They based their research on 520
individuals almost equally divided into males and females, sharing the same educational and
cultural background. Their research used a variety of measurement methods each of which
depended on the level of students’ competence. Consequently the data was collected using a
variety of research instruments such as SILL, MLAT14, MTI15, TDI16, HBQ17, LSP18, AS19.
14
MLAT: Modern Language Aptitude Test : it is designed to measure individuals’ aptitude in language learning.
MTI: Myers’ and Brigg’s Type Indicator: a psychometrical test that measures personality variables such as: extraversion, sensing,
thinking, judgment, introversion, intuition ,feeling, perception. It has been used in education research in order to investigate students’
personality type.
15
16
TDI: Type Differentiation Indicator: a more elaborated test than MTI which includes measuring variables such as learning style, cognitive
skills, perceptual response, study time preferences, environmental context for learning.
17
HBQ: Hartman Boundary Questionnaire: psychological test which measures the mental thickness and thinness.
18
LSP: Learning Style Profile: a 125 item questionnaire which is designed to measure learners’ learning style.
19
AS: Affective Survey: designed to measure motivation, anxiety and beliefs about ones’ self.
- 21 -
The results varied according to each factor that was taken into consideration each time. As far
as LLS are concerned, evidence from the SILL suggests that females outperformed males in
almost all strategies examined; their results were similar only on compensation LLS. The rest
of the other instruments suggest that gender could be a variable affecting the use of LLS.
In the Middle East, Kaylani (1996) conducted a research study in Language Learning
Strategies in Jordan after having given proper training to the participants of her research on
the use of LLS. The research instrument she used in order to investigate the extent to which
gender differences may exist between males and females in language learning strategies use
is Oxford’s (1990) SILL. The results showed that there was a considerable difference (about
10%) on the use of LLS between male and female students on the frequency of use of LLS in
a foreign language. More specifically, females were found to use more memory, cognitive,
compensation and affective strategies compared to males. On the other hand, as far as the use
of metacognitive and social strategies is concerned, there were no significant differences
reported between both genders. Kaylani’s (1996) explanation of the result findings is given
on the basis of the cultural background in Jordan. More specifically, she claimed that female
students are considered as more prone to follow the commands of powerful figures such as
their teachers. It is speculated that some of the female participants were highly motivated to
get higher marks at school for the honour of their family as well as for their marriage
prospects in future.
Similar findings are confirmed in another study by Oxford and Dreyer (1996) in 305 students
in South Africa. The participants consisted of 179 females and 126 males and they used a
battery of tests together with the SILL in order to measure the gender influence in the
students’ Language Learning Strategies together with other variables. The research evidence
showed that students’ gender might be an important factor that might influence their selection
of LLS. Females were found to use more strategies in comparison to men. A major statistical
difference between both genders lies on the female’s higher frequency on the use of
metacognitive and social strategies. The researchers explained the results suggesting that one
reason could be the fact that the exam centred educational system in South Africa, which
promotes language learning for the exam purposes rather than for socializing with speakers of
the TL.
- 22 -
Following Oxford’s footsteps a considerable amount of studies started to flourish in the area
of gender differences in LLS. In particular, Goh (1997) studied 175 ESL Chinese students of
English in China; the number of the male participants outnumbered the number of the
females since males were 125 in total whereas the female participants were 50. The
individuals were asked to complete the SILL as well as an English language competence test
before and after having taken a series of intensive courses of English. The results of this
study showed that the female students outperformed males on the use of LLS. Also it is
interesting to mention that both genders appeared to have a strong preference on the use
metacognitive and compensation strategies. However, females were found to have higher
scores on the use of compensation and affective strategies more often than males did.
Another research study by Mochizuki (1999) who focused mostly on the gender variable as
well as other factors that could influence the use of students’ Language Learning Strategies is
based on 113 first year and 44 second year University students in Japan. The SILL together
with a proficiency test were used to carry out the research. The results showed that females
outperformed males especially in the social and metacognitive strategies and less on
compensation and memory strategies. The researcher explained the data considering that
language learning proficiency should not only be analyzed in relation to the gender alone
since other factors such as university studies and impetus could also influence the Language
Learning Strategy selection and frequency of use.
At the dawn of the 21st century, Kyungsim and Leavell (2006) studied 55 individuals from 10
different nationalities with various levels of competence in an intensive English Language
programme in the USA. The number of males and females in this study was even and the
SILL was used to carry out the investigation. The results showed that there is a minor
difference on the selection of Learning Strategies between participants from both genders.
The findings of this research could be considered as important since learners had no
significant statistical difference on the use of both affective and social strategies. However
females’ most preferred strategies turned out to be the social and metacognitive LLS whereas
males’ prefered mostly the metacognitive and compensation strategies. What is important to
point out is that both males and females appeared to have the lowest scores on the affective
strategies use.
- 23 -
The most recent research in this area comes from Ghee et al (2010) who examined the
correlation of gender in language success in the context of learning Mandarin as a Foreign
Language. The participants of this study were 165 Malaysian learners of MFL20 and they
consisted of 51 male and 105 female Malaysian learners of MFL. The SILL was one of the
data elicitation methods used to diagnose the degree of gender differences in language
learning. The results suggest that female students outperformed males in all learning
strategies and among the most popular learning strategies performed by both genders is the
use of metacognitive strategies. On the other hand, affective and social strategies were
secondarily used by both genders whereas the least preferred strategies were the
compensation strategies. The researchers tried to attribute the outcome of their result not only
to the students’ gender but also to the level of teachers’ influence in class.
However, further examination in the literature revealed contradictory findings suggesting that
the difference in strategy use between genders does not exist (Griffiths (2003). More
specifically, Griffiths (2003) shed light into the relationship between the level of competence
and the use of language learning strategies on 348 students coming from 21 different
countries in New Zealand. The data collection process lasted for a year and the method
implemented was the SILL. The results confirmed that both linguistic competence as well as
the learners’ nationality could be detrimental factors on the use of Language Learning
Strategies. However, as far as gender is concerned, he didn’t find any significant difference
on the use of Language Learning Strategies between male and female students.
On the other hand there has been a limited number of research evidence suggesting that males
utilize LLS more frequently compared to female students of foreign language (Tran (1988),
Wharton (2000)). To illustrate this, research from Wharton (2000) on learners of Japanese
and French at the University of Singapore revealed contradictory results. More specifically, a
total number of 678 participants who already spoke two languages due to Singapore’s
multicultural society, studying computer engineering and accountancy decided to select a
foreign language as an elective course at the University. The data collection method
implemented was the SILL and the results suggested that males did significantly better than
females on every strategy examined. A statistical difference between male and female
participants appeared in memory and metacognitive strategies favouring males. However,
20
M.F.L: Mandarin as a Foreign Language.
- 24 -
regardless of the statistical differences, it is interesting to note that both males and females
selected the LLS in the same order of preferences.
2.1.2 Research questions
Although research on gender differences in LLS has been controversial over the years, I
consider that it could be useful to provide more evidence in the area of the gender variable in
LLS use. This study is an effort to investigate the gender differences based on the frequency
of use of Language Learning Strategies in the Greek context. More specifically, in this paper,
I hoped to answer the following research questions:
1. Are there differences in the frequency of use of Language Learning Strategies
between males and females?
2. Which Language learning strategies are the most typical between male and female
students of English in Greece?
3. How could the results be explained and what might be the possible teaching
implications of the result findings?
- 25 -
Chapter 3
3.1 Methodology
Since the aim of this paper is to shed light on the frequency of use of LLS by EFL University
students in Greece and compare their differences by gender, a combination of quantitative
and qualitative data collection methods was considered as ideal to achieve this. In the same
line, many scholars (Tarone (1994), Denzin and Lincoln (2000), Bloor and Wood (2006) and
Denzin and Lincoln (2008)) highlighted the significance of the implementation of multiple
data collection instruments in research considering that a combination of research methods
could bring data from a different viewpoint. The use of mixed research methods could be
ideal to triangulate the data as well as to establish and emphasize validity of the data. At this
point, Patton (2002) and Creswell (2003) may be correct in saying that despite the numerical
results that quantitative research might bring, deeper research could be useful to provide
further justification on the reasons that might have influenced the answers that the
participants gave.
3.1.1 The research methods
In light of the above, I consider that the aims of this research could be met by implementing
multiple data elicitation methods: (a) the Strategy Inventory for Language Learning (SILL)
questionnaire (Oxford, 1990) and (b) a follow up standardized open ended interview that
could provide the opportunity to the participants to elaborate more into the LLS they prefer to
use. Once again, it is important to emphasize that the main research tool of this study is the
SILL due to its high reliability and validity in the LLS research (Oxford and Burry-Stock
(1990), Park (1997), Sheorey (1999), Wharton (2000)).
Further elaboration that could
possibly explain the participants’ answers given to the SILL could be achieved by
implementing a set of follow up interviews on selected participants (the process of selection
will be described below) in order to complement and justify the data reported on the SILL.
- 26 -
3.1.2 Research method 1: The SILL version 7.0
The SILL, or else the Strategy Inventory for Language Learning, is a battery of statements
designed by Rebecca Oxford (1990) aiming to measure the level of frequency of LLS use by
foreign language learners. It consists of 50 statements where students are asked to give their
answer on a five points Likert scale ranging from 1 (almost never) to 5 (almost always). It is
structured into six parts: (a) memory strategies, (b) cognitive strategies, (c) compensation
strategies, (d) metacognitive strategies, (e) affective strategies, (f) social strategies. The
structure of the SILL is based on Rebecca Oxford’s Language Learning Strategies
classification (Oxford (1990) and Dornyei (2006)) and each part of the questionnaire
examines a particular category of strategies. In addition Oxford and Burry-Stock (1995)
maintained that the SILL is the first questionnaire that was devised to assess the LLS
tendencies in language learning. Needless to say, the SILL is considered as one of the most
contemporary and widely used research methods in LLS research by a variety of language
learning theorists (Griffiths and Parr (2001), Kyungsim and Leavell (2006), Dornyei (2006)).
Additionally, Tudor (1996) claimed that the SILL could facilitate a thorough representation
of the LLS that students employ to learn an L2 (Tudor (1996)). Its practicality of use was
emphasized by scholars such as Oxford and Burry-Stock (1995) who claimed that it permits
the researcher to use mathematical calculations such as percentage or average facilitating
statistical comparison of the findings (Nunan (1989)). Except for this, a great number of
research studies on the field of LLS are based on the SILL (Oxford and Ehrman (1989),
Oxford and Nyikos (1993), Oxford and Ehrman (1995), Mochizuki (1999), Wharton (2000),
Dreyer and Oxford, (2000), Goh (1997), Griffiths (2003), Kyungsim and Leavell (2006),
Magogwe and Rhonda (2007), Deneme (2008), Teow et al (2010)).
Reliability of the SILL: It is thought by many theorists that the SILL is a highly reliable tool
for the LLS measurement due to its high degree of representativeness (Oxford and BurryStock (1995), Mokuendi and Rhonda (2007)). The SILL gained world wide popularity and
was translated into many languages because of its straightforwardness and accuracy of results
in the area of LLS (Oxford and Burry-Stock (1995), Oxford (1996), Mokuendi and Rhonda
(2007)). However, some scholars mentioned that it might not represent the truth in cases
when students give false answers especially when they would like to make a good impression
in the eyes of the researcher (Yang (1992), Yang (1993)). Another constraint that might
- 27 -
influence the reliability of the answers given on the SILL could be the case when students
might not be aware of their use of particular LLS when they actually do (Ellis (1994)).
3.1.3 Research method 2: The follow up standardized open ended interviews (selected
participants)
The use of interviews is claimed to be an influential means of data collection in the LLS
research by various academics in the field as it could provide more in-depth information that
might not be accessible by any other means (Stern (1986), Oxford and Burry-Stock (1995),
McDonough (1995) and Denzin and Lincoln (2000)). After a careful reading through the
literature and taking into account the limits of this research I decided to use standardized
open ended interviews as a second data collection instrument. Nunan (1989) and Denzin and
Lincoln (2000) described standardized open ended interviews as following a particular order
and the subjects involved would have to answer all the questions they include. At this point it
is important to mention that the standardized open ended interview is claimed to be an
effective and practical research method towards getting qualitative data in short time (Patton
(2002) and Cohen et al (2007)). As Patton (2002) and Cohen et al (2007) correctly point out
this type of interviews could be useful as they could enable comparisons between
participants’ answers. In contrast to this view, it has been recently argued that due to the fact
that standardized open ended interviews are based on a structured format which might not
give the opportunity to both the researcher and the participant to focus on areas that were not
taken into account during the process of interview design (Patton (2002), Creswell (2003)).
Moreover, it should be added that the selection of words/phrases might bias the answers
given by the respondents since some respondents might not understand the same question in
the same way and thus sometimes their answers might not be related to the focus of the
research (Oppenheim (1992), Creswell (2003)). Except for this, a considerable disadvantage
of the use of interviews could be the fact that they might be time consuming due to the
amount of the LLS examined (Oxford and Burry-Stock (1995) and McDonough (1995)).
Design and structure of the interviews: Once again, the main objective of the follow up
interviews is to verify the answers given on the SILL as well as to further elaborate on them
including any relevant learning experience that the individuals might wish to share. Since the
investigator needs to be aware of the LLS that each particular question aims to examine, the
- 28 -
design of the interview would have to follow a particular order to facilitate the data collection
process during the interviews. More specifically, the main body of the interviews consists of
six sections each of which corresponded to each part of the SILL (as mentioned above). The
questions of each part of the interview were sometimes replicating the statements of the SILL
in an open ended style (to avoid yes/no answers) in order to bring into light further
explanations. On the other hand, some other questions had a more experimental nature asking
students to elaborate more on the LLS use. At this point it should be emphasized that all
questions of the interview were gleaned from the relevant literature on LLS (such as Rubin
(1975), Genesee (1978), O’Malley et al (1985), Stern (1986), Chamot and Kupper (1989), O’
Malley and Chamot (1987) Larsen-Freeman and Long (1991)) and especially from Oxford’s
LLS classification21 (as detailed in Oxford (1990)). The final part of the interview consist of
questions that required the participants’ own personal views on the role of the teachers,
educational system, gender, society that might have influenced the use of Language Learning
Strategies in language learning. The selection of this type of interview questions is based on
my assumption that they might elicit significant data to further justify and elaborate the
findings22.
Due to the wide range of strategies examined as well as the time restrictions of the research it
was not possible to investigate in detail all six strategies included in Oxford’s (1990)
taxonomy. Since the focus of this research is to shed light on the most prominent differences
and similarities in frequency of LLS use, I decided to focus mostly on the questions related to
the strategies with the highest and lowest frequency of use in EFL in order to confirm, verify
and explain the results given on the SILL. The only strategies that were excluded from the
interview process were the ones that the SILL showed moderate frequency of use. More
precisely, the main focus of the interviews was to highlight the marginal differences on the
frequency of LLS use between male and female EFL students. In fact, the interview parts
selected were: 2 strategies with the highest frequency of use and 2 strategies with the lowest
frequency of use according to the SILL. To further illustrate this, I will refer to A.S.F’s
process of selection of interview questions:
21
See Appendix E for the description of the design of the interview questions.
22
See Appendix F for a detailed interview plan.
- 29 -
As could be seen in table 2, the left column illustrates the participants’ average on the LLS
according to the SILL. As already mentioned, two strategies with the highest and two with
the lowest score are ticked with /+/ on the right column of the table, which signifies that the
set of questions designed particularly for eliciting answers on the strategies selected23.
Strategy
Average
Strategies
Average
Strategies
score on
selected for the
score on the
selected for the
the SILL
follow up
SILL
follow up
Strategy
interview
interview
1. Memory
2.7
-
4. Metacognitive
3.4
+
2. Cognitive
3.0
-
5. Affective
2.3
+
3. Compensation
3.6
+
6. Social
2.6
+
Table 2: Example of A.S.F’s process of selection of interview questions. The symbol: + signifies that the strategy was selected for the
interview and – means that it was not selected for the follow up interview.
The table 2 above clearly shows ASF’s average results on strategy use according to the SILL.
Two sets of questions on strategies with the highest and two with the lowest average score
were selected for the follow up interview. As a result the interview parts C(compensation)D(Metacognitive)-E(Affective)-F(Social) were selected for the follow up interview24.
Participants of this interview: The participants of the interview were separated into two target
groups for each gender according to their overall average score on the SILL. More
specifically, each group consisted of 6 members: three students who achieved the highest
score on the SILL and three students with the lowest score for each gender. More
specifically, the overall average score results from an addition of the total score of the
participants’ responses divided by the total number of statements reported in the
questionnaire. According to Oxford (1990) the overall average numbers on the SILL
represent the general tendency of the participants’ responses on frequency use. The overall
average numbers on the SILL are interpreted according to Oxford (1990:300) as follows: (a)
“High” (3.5-5.0), (b) “Medium” (2.5-3.4), (c) “Low” (1.0-2.4). The same applied for the
female interviewees. Under the umbrella of the combined research methods, Creswell
23
For more details with regard to the actual scores of the named participant as well as the average calculation result tables, see Appendix D.
24
See Appendix F for the interview questions classification according to each strategy examined.
- 30 -
(2003) maintained that the overall average number enables the researcher to select and isolate
part of the subjects in order to examine them in more detail and facilitate comprehension.
Reliability of the interview: Since the interview is structured and each question is based on a
theoretical background following the same layout for every participant, it is considered that it
fulfils the criteria to achieve high standards of reliability (Silverman (1993) and Oppenheim
(1992:147)). However, the researcher welcomed any extra comments/ information when she
considered that they might provide additional information about the participants’ personal
experiences in LLS use.
3.2 Validity of the research methods
Taking into consideration the excellence of the SILL as an accurate measurement instrument
of Language Learning Strategies, I would agree with Oxford and Burry-Stock (1990), Park
(1997), Sheorey (1999), Wharton (2000), Kyungsim and Leavell (2006) in using the SILL as
a main data elicitation method in investigating students’ Language Learning Strategy use
frequency of use. However, I would agree with Oxford’s (1996) proposal that the SILL could
be used together with other data collection instruments to enhance the validity and elaborate
on the data in Language Learning Strategies research. Also Denzin and Lincoln (2008) and
Patton (2002) underlined the significance of use of different research methods to improve the
level of validity of the research. In this respect, the follow up interviews are designed to
confirm the data received from the SILL as well as provide further explanations of the
findings.
3.3 Pilot
Both the SILL as well as the follow up interview were piloted on three volunteer participants
from Greece who learnt English in the Greek context. They gave interesting feedback on the
research methods’ design which was useful to improve the quality of the data collection
methods. In the same line, Oppenheim (1992), Morrison (1993) and Wilson and McLean
(1994) advocated that participants’ comments could enhance the clarity of the data elicitation
methods as well as their level of complexity. The piloting part was of great significance for
- 31 -
this study as it helped the researcher to make adjustments wherever possible improving the
degree of reliability of the research instruments used (Silverman (1993), Creswell (2003)).
3.4 Language selection
The data elicitation methods of the research are adjusted to the language that the participants
might feel most comfortable with following Oxford’s (1996) suggestion to translate the SILL
into the students’ native language in order to achieve comprehensibility. Except for this
Oxford (1996) was right in claiming that it’s perfectly acceptable to translate the SILL in
other languages pointing out that the “measurement error is minimal” (Oxford (1990: 30))25.
3.5 Confidentiality
Denzin and Lincoln (2000) are certainly accurate in saying that it is essential for the
participants to be aware of the objectives of the research; to agree to participate and be made
sure about their personal data security. In light of this view, I designed an information sheet26
which provided details of the study to the participants such as: the aim of the research, the
data collection process and confidentiality. The participants after reading carefully the
information sheet and accepting to participate they were asked to sign a consent form which
would ensure their data protection from both the researcher as well as her supervisor27.
Finally, to establish anonymity, the participants were asked to select two capital letters of
their choice which would be used when reference to their data is necessary for the purposes
of the research. A third letter M (= Male) or F (= Female) was added at the end of the two
initials to clarify the gender of each subject. For instance if a male participant would choose
the initials: E.F a third code letter: M would be inserted to clarify the gender making it:
E.F.M.
25
See Appendix B for the SILL version 0.7 in English.
26
See Appendix F.
27
See Appendix A for the consent form given to the participants.
- 32 -
3.6 The participants’ profile
An equal number of male and female students between 20-25 years old, highly educated and
motivated in learning English participated in this study. Both males and females learnt
English in Greece and their level of competence ranged between upper intermediate to
proficiency level. The selection of students was random as some of them belong to the
University’s departments of biomedical studies (4 participants), engineering (8 participants),
law (3 participants) and geology (5 participants).
The study accounted for the participants’ age, gender, years of language learning experience,
academic major and exams taken in English. The years of their studies in English varied
between 7-10 years for each participant. All of them reported that they already sat at least one
exam for a certificate of competence in English. The exams of competence in English that the
participants took are traditionally organized by the University of Cambridge or the University
of Michigan in Greece. Some of the exams the participants reported to have sat are:
Cambridge: FCE28, CAE29, CPE30 and Michigan: ECCE31 and ECPE32. The certificates
issued to the successful candidates by these two Universities are officially acceptable and
recognized by the Greek government. Some of the participants mentioned that apart from
English they sat exams on one or two extra languages such as French German or Italian.
3.6.1 The context of conducting the research
The research took place in the northern part of Greece and the subjects were randomly
selected after the end of their obligatory English language courses at the University campus.
When the students met the researcher and received information about the research, they gave
their contact details to arrange a meeting. Before participating, the students were assured that
28
Upper intermediate level certificate.
29
Advance level certificate.
30
Proficiency level certificate.
31
Upper intermediate level certificate.
32
Proficiency level certificate.
- 33 -
the data would be used only for the purposes of the present research and they signed a
consent form33 which secured them confidentiality of the information they provided to both
the researcher and her supervisor. The participants received full information about the aims of
this study as well as its terms and conditions. Finally, the subjects were informed that there
was no right or wrong answer for both the questionnaire as well as the follow up interview.
3.7 The data collection process
The overall sample at the time of the current study consisted of 20 participants in total. More
specifically, the SILL was distributed to 10 male and 10 female University students in
Greece. On their first encounter with the researcher they received full information about the
study and they completed Oxford’s (1990) SILL version 0.7 in about 10-15 minutes. The
researcher, after calculating the average overall score which represents the students’
frequency level of use of LLS, selected six males and six females to participate in the follow
up interview. As described above, the process of selection of the individuals who participated
in the interview is as follows: three subjects with the highest and three with lowest overall
average on the SILL for each gender were chosen to participate in the follow up interview in
order to elaborate more on their answers. In sum, the interviewed females were six and the
interviewed males were six which makes a total number of twelve participants selected for
the follow up interviews.
The interview took place at the university campus and the interviewees were aware of the fact
that they were being recorded during their conversation with the researcher. The language of
the interviews is Greek because the participants found it easier to express themselves in their
MT34. The interviews lasted approximately 30-40 minutes each and due to their elaborative
role in the research they focused more on eliciting information on the strategies with the
highest and the lowest average score to elaborate and verify the answers on the SILL. After
the end of each interview the researcher thanked the participants and gave them a brief
outline description of their own LLS profile. In some cases she suggested possible ways so
33
See Appendix A for the consent form given to the participants.
34
MT: Mother Tongue
- 34 -
that they could help themselves to improve their language learning experience by using more
LLS.
The interviewing process lasted for one week and a half and the recorded interviews are
twelve in total. For the needs of the data analysis the interviews were transcribed in Greek,
which is the language used by both the participants and the researcher to conduct the
interviews; two out of them were translated in English in order to be accessible to a wider
range of English speaking researchers 35.
3.8 Data analysis methods
3.8.1 SILL analysis
Large scale statistical programmes were avoided for the data analysis in this study; since this
is a short scale research and the amount of the participants involved was limited, Microsoft
Excel programme was used calculate the overall average number for the participant’s scores
in every strategy36. Comparisons between the data responses are made clearer by drawing
collective tables incorporating a large amount of digits and graphs highlighting the LLS
tendency for each gender37. Table 3 describes an example of the process of schematic
representation of the data results from the SILL. More precisely the 2 columns on the left
represent the average number on every strategy examined on the SILL by G.M.F, a female
participant. The graph on the right demonstrates schematically the participants’ LLS
tendencies on the SILL.
35
36
37
See Appendix G and H For the translated interviews.
See Appendix C and Figures 1 and 2, which demonstrate the participants’ overall average number.
For a comparative graph of each participant’s tendency in Language Learning Strategy use, See results chapter 4.
- 35 -
Strategy
Overall average
Chart representing schematically the overall average score of IAM’s
score of IAM’s
Language Learning Strategies on the SILL.
responses on the
strategies examined
on the SILL.
Memory:
2.2
Cognitive:
2.1
Compensation:
3
Metacognitive:
2.3
Affective:
2.6
Social:
3.3
3.5
3
2.5
2
1.5
1
0.5
0
Table 3:Example of IAM’s process of analysis of the SILL results 38.
3.8.2 Interview analysis
Taking into consideration the fact that the transcribed interviews could enhance the simplicity
of the data and make the process of data analysis easier and simpler (Cohen et al (2007)), all
interviews were transcribed in Greek, as it was the language that interviews were
conducted39.
After transcribing and translating the follow up interviews, the data underwent a process of
coding. Codes comprehensible to the researcher were devised in order to categorise the data,
enhance simplicity and facilitate comprehension (Patton (2002)). Table 4 (below) further
illustrates the process of coding. More specifically answers given for each question were
coded creating a long list in which as Cohen et al (2007) suggested it would facilitate the
process of comparing and contrasting the participants’ responses. The language used for the
38
See chapter 4, section 1 for further elaboration on males’ results.
39
See Appendix F for the interview questions in English.
- 36 -
coding process is English to make it possible for other English speaking researchers to
compare and contrast the data40.
Interview transcript
Coding format
Codes’
explanation
RE: Eh, did you use colourful pens? Did anyone advice you to
<POS. Use Colour
Positive answer
use this technique?
Pens>
from
the
participant
on
G.M.F: Yeah, our teacher of English at primary school asked us
to buy colourful pens and we had to use them from primary
the use of colour
coding.
school until high school. And highlighters to underline
every..every unknown word, all the unknown words, the
important pieces of grammar or even the key words as I said
before, and some expressions. We learnt how to use the
highlighters in order to emphasize some points.
Table 4:Example of the process of coding of the interview transcripts from G.M.F.
3.8.3 Trianguation
The data elicited from both the SILL as well as the interview coded data were brought side by
side and answers were examined according to both research methods (Cohen et al (2007)).
The data results from both data collection techniques appeared to correlate with one another
which ensure the validity on the data elicitation methods (Smith (1975) and Creswell (2003)).
Table 5 (below) clearly illustrates a comparison of the information collected from the
different data elicitation methods. Due to the space limits from the interview is presented in
coded form41.
40
See Appendix J for the coding form used for the interview coding.
41
See Appendix G for more elaboration on G.M.F’s full translated transcript of the interview.
- 37 -
The SILL answers
Interview coded data
Questions related to affective strategy use (Part E )42
Part E
LOWER YOUR
(Affective Strategy Use)
1.
Reduce stress > 43
ANXIETY
I try to relax whenever I feel afraid of using
<POS. Feel.Stress. POS.
5
English.
I encourage myself to speak English even when I
5
am afraid of making a mistake.
I give myself a reward or treat when I do well in
1.
MAKE
<POS. Raise.Hand>, <POS.
POSITIVE
Bad Feelings when wrong
STATEMENTS
answer> 44
4
2.
English.
<NEG. Compliments, POS.
Rewards after Success45
I notice if I am tense or nervous when I am
5
studying or using English.
TAKE
I write down my feelings in a language learning
4
YOUR
E
emotions>46
5
2.
<POS. Emotional List>47
3.
<POS. Diary on learning
English> 48
learning English.
4.
4.
Total average of G.M.F on Part E
<POS. Symptoms in Body &
TEMPERATUR
diary.
I talk to someone else about how I feel when I am
1.
EMOTIONAL
<POS. Share feelings while
learning> BUT not always.49
6
Table 5:Table which describes an example of GMF’ s data triangulation from the SILL (left column) and the follow up interview questions
(right column).
As could be seen on table 5 the coded data (on the right) are compared with the SILL
responses (on the left). Once again, it is important to emphasize that in this paper the
qualitative methodology is used complementary to the data collected following Silverman’s
42
For the full translated interview text of G.M.F, see Appendix G.
43
Explanation: The student is aware when she is stressed and she always does something to relieve her stress.
44
Explanation: The student always raises her hand in class. However she tends to have negative feelings if she gives a wrong answer to the
teacher in front of the class.
45
Explanation: She does not pay compliments to herself but sometimes she gives rewards to herself.
46
Explanation: She answered positively on being aware of the symptoms on her body especially when she is stressed.
47
Explanation: She mentioned that she was checking her emotions on a list.
48
49
Explanation: she kept a language learning diary where she noted down her feelings during her learning process.
She liked sharing her feelings with others during the learning process but not always.
- 38 -
(2000) suggestion that the main reason why the qualitative research methods might be
implemented is to help the researcher identify and explain the answers on a quantitative
means of data collection. In the same vein, the interview sessions with the participants aimed
at clarifying and elaborating the data given on the main research instrument, the SILL.
- 39 -
Chapter 4
4.1 Results
The main objectives of this study were to:
a) highlight the most typical LLS that male and female participants prefer to use.
b) identify the most prevalent differences in strategy use between male and female
learners of English in Greece and justify the findings.
This section describes the most prominent tendencies in Language Learning Strategies use
between male and female participants. The data was taken from both Oxford’s (1990) SILL
and a series of follow up interviews to further elaborate on the findings. At this point, it is
worthy of mention that the main research tool for this study is the SILL; the follow up
interviews were used complimentary to confirm the answers given on the SILL and provide
further details on the data collected. The answers from the SILL were undergone a process of
statistical analysis to calculate the average score of each individual on every strategy as well
as a total average result. The data revealed remarkable differences on the overall use of LLS
by the participants of this study. Evidence from both the SILL and the interviews suggests
that males’ most frequently used LLS are: a) Compensation and b) Social strategies while
females’ are: a) Metacognitive and b) Social strategies. Also it is interesting to note that both
genders seem to have low preference on the use of the Affective LLS compared to the rest of
the LLS examined. Moving on to the following sections of this chapter I am going to describe
the result findings for each gender in more detail according to the most and the least preferred
LLS use.
4.1.1 Participants’ most preferred Language Learning Strategies
4.1.1.1 Males
The data reveal that males’ most preferable Language Learning Strategies when learning
English as a foreign language are: Compensation-Social-Metacognitive-Cognitive-MemoryAffective. Figure 1 (below) shows males’ average scores in detail50. Each participant is
50
For detailed answers of the male and female participants on the SILL, see Appendix B and C.
- 40 -
represented with a different colour code. The black thick line that overpasses all the others
represents the overall average frequency of use on every strategy. The data are going to be
analysed on the basis of the marginal differences according to their frequency of use. In other
words the data are going to be examined according to the strategies used most and the
strategies used less frequently between both male and female participants of this study. To
illustrate this, males’ results indicate that their most preferred LLS are: a) Compensation and
b) Social whereas the less used frequently strategies, when learning English as a foreign
language, are: a) Memory, b) Affective Language Learning Strategies.
4.5
A.Σ.Μ
4
F.A.M
3.5
G.E.M
3
K.T.M
2.5
C.M.M
2
I.A.M
1.5
A.D.M
1
P.G.M
E.M.M
0.5
M.M.M
0
SUM
Figure 1 Males' total average scores on the SILL (Oxford, (1990))
4.1.1.1.1 Compensation strategy
Evidence shows that one of males’ most favourable Language Learning Strategies is:
compensation strategy, which is related to learners’ effort to understand the messages they
receive in the L2 even in cases when their level in the L2 is insufficient to cover the gaps in
their knowledge. The data shows that the majority of male participants tended to use their
“inferencing” skills (Oxford (1990:47)) , which are mostly related to using the prompts
available in order to guess the meaning of the unknown information in the L2, based on the
contextual information. To illustrate this, the interview data shows that some participants
- 41 -
speaking more than two languages reported that associating the roots of the words in the TL
to the roots of an unknown word which sounds or seems similar to a language familiar to
them makes it easier to investigate the meaning of an unknown linguistic item in the TL51.
Except for this, some of them mentioned that in cases when they needed to understand
something in another language they would pay significant attention to the non verbal cues
when speaking to a native speaker of English or use any type of prompt when reading a text
in the TL in order to understand the unknown meaning(s)52 of a linguistic item in the TL. To
put it differently, males appear to be successful at drawing on every piece of information
available in order to compensate for the missing knowledge when receiving information in a
foreign language53.
As G.E.M, a male participant, correctly points out:
“The fact that you do not know something does not mean that you cannot learn it”. (G.E.M)54
In other words one could learn something that he or she didn’t know about before simply by
making use of the contextual information available. Another compensation strategy that all
male participants preferred to use is related to the use of synonyms when trying to
communicate in the TL. More specifically, all participants agreed that they would try not to
give a conversation up by trying to express their thoughts either by using synonyms55or by
using gestures56.
Apart from this, some of the interviewed male participants admitted that if there might be a
case when they would have to communicate in English and they run out of words, they could
possibly try to make up new ones by creatively using Greek words that might sound similar
in English. For instance they could possibly say “toothcream” by creatively using the Greek
word κρέμα (kréma)57 and the English word tooth, if for some reason the word [toothpaste] is
51
See appendix Kn.1 and n.16.
52
See Appendix K, n2 and n.3.
53
See Appendix K, n.4.
54
See Appendix K, n.5.
55
See Appendix K, n.6 and n.7
56
See Appendix K, n.8.
57
κρέμα (kréma) = paste.
- 42 -
not coming in their mind58. By the same token, other male learners of English mentioned that
they could probably utter the compound word: “Double floor bus” to refer to a Double
Decker bus if they wouldn’t know its proper name in English59. However, a minority of the
male participants mentioned that although they use Greeklish60 with their friends, none of
them would try to code mix Greek into English for communicative purposes61. Apart from
this, some of the participants mentioned that they could end up using Standard Modern Greek
or their knowledge of other languages to facilitate their speech production as well as their
level of understanding in English62. Finally, the majority of the Greek male participants
favoured the idea of using sign language or their body language in a conversational context
when they find it hard to convey their thoughts verbally63.
4.1.1.1.2 Social Strategy
Another strategy that male participants appeared to have the highest scores in frequency is the
social strategy; Greek male participants appeared to be active receivers of knowledge by
participating in classes either by raising their hand to ask questions or by giving comments
about the taught material not only to their teachers64 but also their fellow students65 during
the classes of English66. As far as error correction is concerned, they all agreed that they
would like to be corrected, on condition that it is done in a good intention, without aiming to
humiliate them in front of the class67. However, other male participants mentioned that error
correction during their oral speech production is something they disliked as they were finding
58
See Appendix K, n.9 and n.10.
59
See Appendix K, n.11.
60
A mix between English and Greek words
61
See Appendix K, n.12, n.13, n.14.
62
See Appendix K, n.15, n.16.
63
See Appendix K, n.17.
64
See Appendix K, n.18, n.19, n.20.
65
See Appendix K, n.21.
66
Also, Wenden (1985) and Miller (1993) and Teow et al (2010) asserted that students who are energetic in class are more likely to succeed
in language learning compared to the ones that prefer not to.
67
See Appendix K, n.22, n.23, n.24.
- 43 -
it disturbing for their sequence of thoughts68. Another social strategy is related to group
working such as collaborating with others on condition that they all contribute to the group
assignment equally69. On the other hand, some of the interviewees appeared to be willing to
undertake a group work activity regardless of the level of interest of their partners in the
group70. In addition, all the Greek male participants considered that they could improve the
level of their English as well as get to know the culture of the speakers71 regardless of the
language or cultural barrier; according to their reports at the interviews, they considered it as
a great opportunity to practice their English.
4.1.1.2 Females
The combination of two research methods, the SILL and the follow up interviews, gleaned
interesting findings regarding females’ LLS selection. As the graph 2 clearly indicates,
females’ selection of LLS is as follows: Metacognitive-Social-Compensation-CognitiveMemory-Affective. More specifically, data suggest that the LLS used more frequently by the
female participants are: a) Metacognitive, b) Social strategies whereas the ones used less
frequently are the Affective LLS.
68
See Appendix K, n.23.
69
See Appendix K, n.25.
70
See Appendix K, n.26 and n.27.
71
See Appendix K, n.28.
- 44 -
6
G.M.F
T.P.F
5
M.K.F
4
A.P.F
M.A.F
3
S.T.F
X.P.F
2
P.T.F
A.S.F
1
X.M.F
0
SUM
Memory
Cognitive CompensationMetacognitive
Affective
Social
Figure 2 Females' total average on the SILL (Oxford, (1990))
4.1.1.2.1 Metacognitive Strategy
Data suggest that females appear to have high levels of preference on Metacognitive
Language Learning Strategies use72, which according to Oxford (1990) are related to goals
setting, action planning, self management, self monitoring and self evaluation73. More
specifically, females appear to be very good at organizing their time during their studies of
English so that they could manage to have a sufficient amount of time to cover their needs in
the TL74. However the majority of them mentioned that they tended to be better at planning
their everyday study rather than making long term plans75. Except for this, females appear to
be giving a considerable amount of attention to investigate how they could improve their
performance in English on their own. This is more evident when they mentioned that they are
aware of the external conditions under which they could concentrate on their study more
effectively such as the place76 and the level of noise, which for some participants is
Similar findings are found on a relevant research by Oxford et al (1988), Ehrman and Oxford (1989), Oxford and Dreyer’s (1996) and
Teow et al’s (2010).
72
73
In addition, O’ Malley et al (1985) associated the use of metacognitive strategies in language learning with success.
74
See Appendix K, n.29 and n.30
75
See Appendix K, n.30.
76
See Appendix K, n.31.
- 45 -
necessary77while for others it is viewed as distracting their level of concentration during their
study of English78. Another area that concerns the metacognitive LLS use is related to the
degree of attention which might be either focused on the main points79 or on the details80.
Except for this, both the SILL as well as the interviews examined one more area of the
metacognitive LLS which is related to females’ tendencies on “self evaluation of their own
progress” (Oxford(1990: 162)) which is a typical characteristic of independent learners. More
specifically, females appear to be able to correct themselves81 during their speech production
in the TL82 as soon as they realize their error83. Except for this, females appeared to take their
marks on tests/ exams seriously by listing them on a board in order to be able to keep track of
their own progress in the TL. Also, females mentioned that in this way they could observe
their strengths and weaknesses84 as well as set higher goals for better marks in future85.
Finally, another metacognitive strategy that females appeared to be very good at is related to
their seeking of opportunities to practice English outside the classroom by chatting with their
classmates in the TL86 ,by reading newspapers/magazines in the TL87 or chatting with the
tourists from foreign countries visiting Greece88.
77
See Appendix K, n.32.
78
See Appendix K, n.33 and n.34.
79
See Appendix K, n.35.
80
See Appendix K, n.36, n.37, n.38.
This attitude was described by O’ Malley et al (1985:42) as “self monitoring strategy” of the learner. To put it differently, they considered
that students’ capability to recognize what they can or cannot do in the foreign language together with their ability to manage the topic of
their conversations in L2 according to their language resources in L2 is of great benefit to the students as they could maintain the control
when communicating in the L2.
81
82
See Appendix K, n.39,and n.40.
83
In this paper the terms: Error/Mistakes will be used interchangeably referring to both conscious and unconscious incorrect speech
production by the participants.
84
See Appendix K, n.41 and n.42.
85
See Appendix K, n.43.
86
See Appendix K, n.44.
87
See Appendix K, n.45.
88
See Appendix K, n.46.
- 46 -
4.1.1.2.2 Social Strategy
Another strategy that appears to be similar between both male and female participants of this
study is the social strategy. More specifically, female participants mentioned that during their
studies of English they always liked posing questions to their teachers89 or fellow students90
in order to clarify points that have been misunderstood and share their views with them.
Moreover, as far as error correction is concerned, females appear to appreciate the feedback
coming from either their classmates or their teachers. However, sometimes they mentioned
that they would rather be corrected after they finish talking in English since that might
distract the sequence of their ideas during their speech production in English 91. Although
females claimed that they appreciated the feedback given by either the teacher or their fellow
mates, they mentioned that they would feel uncomfortable if it would be given in a firm or
humble manner92 that would make them feel disappointed about their performance in the L2
in front of the class. As far as group activities are concerned, females seem to be willing to
collaborate with other students on group work activities, especially if the people they
collaborate with are willing to contribute equally to the activities assigned93. On the other
hand, some female participants mentioned that they wouldn’t mind to do all the hard work
compensate for the work of the rest of the group94. Finally the majority of the female
participants mentioned that they were interested in getting to know the English culture in
order to understand the native speakers of English and their language better 95. Except for this,
females mentioned that in a communicative situation they would try to use every means
possible to understand speakers of English by paying attention not only to language but also
every feature that could help them understand their interlocutor better96.
89
See Appendix K, n.47, n.48, n.49.
90
See Appendix K, n.50.
91
See Appendix K, n.51.
92
See Appendix K, n.52 and n.53.
93
See Appendix K, n.54 and n.55.
94
See Appendix K, n.56 and n.57.
95
See Appendix K, n.58 and n.59.
96
See Appendix K, n.60 and n.61.
- 47 -
4.1.2 Participants’ least preferred Language Learning Strategies
This section aims to discuss males’ and females’ least preferred LLS according to the SILL
as well as their responses on the follow up interview. Results suggest that males use the
memory and affective strategies less frequently compared to the rest of the strategies
examined; females’ least preferred strategies are the Memory and the Affective LLS.
Participants’ interview reports confirmed the data found on the SILL and provided further
justification for their responses in the follow up interviews. In this section Affective strategies
are going to be analyzed in both males and females. On the other hand memory strategies will
be examined on the basis of males’ responses on both research instruments.
4.1.2.1.2 Affective Strategies
Evidence seems to suggest that both genders appear to have the lowest scores at the
Affective LLS use97. More specifically, males’ score on the SILL is 2.2 whereas
females’ is higher, 3.1. In the following sections I am going to discuss the data
concerning the use of affective techniques for each gender and provide further
elaboration with references on the Appendix section.
a)
Females
The majority of the female participants of this study reported that they were able to
recognize symptoms of anxiety on their bodies. Most of them mentioned that they
were capable of relieving their stress by directing their thoughts on something
pleasant98. However a few of them reported that they ended up feeling blocked99 and
were feeling unable to reduce their anxiety. In addition, females appeared to engage
themselves during the English classes considering their errors in the L2 as signs of
development and not as a reason to feel demotivated100. As far as self rewards are
concerned, females mentioned that they do not necessarily have to do with
97
The study by Ehrman and Oxford (1989) and Mochizuki (1999)) confirmed that both genders appear to implement the affective LLS less
than the others.
98
See Appendix K, n.90 and n.91.
99
See Appendix K, n.92.
100
See Appendix K, n.93 and n.94.
- 48 -
entertaining or enjoying themselves. More specifically, they mentioned that they
tended to associate the reward with the psychological satisfaction which could
increase the amount of their self confidence after a success101. Except for this,
females appear able to keep track of the signs on their body that could betray their
emotional state, especially stress102. However the majority of them mentioned that
they avoided using diaries or journals to write down their feelings during the process
of learning since according to their reports they preferred to do this process mentally
rather than by keeping notes103. Finally, the majority of the female participants in this
study mentioned that they would share their feelings about their progress in the TL
with a limited amount of people depending on their emotional state at each particular
moment104.
b)
Males
The data suggest that males seem to find it difficult to calm down in cases when they
feel stressed or worried about their studies in the L2; some claimed that one way to
release stress would be either to admit to themselves that they are stressed and be
aware of it or simply ignore it105. Except for this as far as language performance is
concerned, some of them mentioned that they would avoid speaking /writing in the
L2 since according to them, they were feeling uncomfortable with their mistakes106.
On the other hand some of them mentioned that they would try to participate
regardless of their errors in the L2107. Apart from this, a few males mentioned that
they would not pay a compliment or reward themselves after a success in the TL
thinking that it might spoil them or make them work less than usual108. Also, males
101
See Appendix K, n.95 and n.96.
102
See Appendix K, n.97 and n.98.
103
See Appendix K, n.99.
104
See Appendix K, n.100.
105
See Appendix K, n.77 and n.78.
106
See Appendix K, n.79.
107
See Appendix K, n.80 and n.81.
108
See Appendix K, n.82 and n.83.
- 49 -
reported that it was difficult for them to identify and interpret the signs on their body
that would betray their emotional state (especially stress 109). At this point it is
important to mention that all male participants reported that they never kept record
of their feelings on a journal or a list explaining that during their studies in English
writing down their feelings on a list was not part of their programme of study110.
Finally, they mentioned that they liked sharing their worries with others since
according to their reports in the interview it could make them feel “normal”
(A.Σ.Μ)111. However as they mentioned, they were very selective on the people they
were choosing to talk about their feelings or worries about their development in the
L2112.
Males
It may be illuminating to examine memory strategies that were least preferred by the majority
of male participants of this study.
4.1.2.1.1 Memory Strategies
One memory strategy that appears to be used by the majority of male participants is the use
of imaginary pictures113 in order to associate a new linguistic item with its relevant meaning
as a mental picture facilitating their memorization process114. Except for this, males
mentioned that they used the photographic memory techniques related to remembering the
109
See Appendix K, n.84 and n.85 and n.86.
110
See Appendix K, n.87.
111
See Appendix K, n.88.
112
See Appendix K, n.89.
It is worthy of remark Nyikos’ (1980) speculation on gender differences on information processing. More specifically, she
asserted that males are more likely to recall practical information such as visual and spatial.
113
114
See Appendix K, n.65 and n.66.
- 50 -
spatial information on a page such as the position of the letters, words, headings and
consequently recall the information of a text more effectively115.
However, males’ answers varied on the use of linking techniques such as creating word
families, word associations relating the old with the new information; regardless of the fact
that a minority of male participants reported using these techniques extensively116 however
others didn’t either because of their own personal choice117 or in cases when they had no
proper instruction at school118.
One memory technique which was poorly implemented by males is the creation of rhymes to
aid remembering119. More specifically, some of them considered that this technique although
it is useful, however it requires a considerable amount of time and effort from the part of the
student120. Another explanation that males attributed to this finding could be the lack of
proper instruction when studying English at school121. Also, males reported that they avoided
acting out the meaning of a word as a matter of their own personal choice122 or in cases when
they were not introduced to it during their studies at school123.
Apart from this, it is interesting to mention that male participants although they reported that
they were aware of the fact that revisions could help them to internalize the new material
more effectively however only a minority reported revising the learnt material systematically
on their own124 whereas the rest of male participants of this study mentioned that they
avoided doing it when studying English on their own125. However I should mention that all
115
See Appendix K, n.75 and n.76.
116
See Appendix K, n.62.
117
See Appendix K, n.63.
118
See Appendix K, n.64.
Nyikos and Oxford (1993) mentioned that this is an important associative technique which was given “marginal attention” for a long time
(p:20) from the part of the language instructors who considered this type of techniques not as as important as others.
119
120
See Appendix K, n.67.
121
See Appendix K, n.68.
122
See Appendix K, n.69.
123
See Appendix K, n.70.
124
See Appendix K, n.71 and n.72.
125
See Appendix K, n.73 and n.74.
- 51 -
participants examined reported that they always revised the learnt material with a view to sit
an exam/test in English.
4.1.3 Comparison between male and female results on Oxford’s SILL
Evidence from the main research instrument, Oxford’s (1990) SILL, as well as the interview
data shows that both males and females appear to have significant differences regarding the
frequency of use of LLS. The diagram below clearly illustrates schematically the differences
in the LLS frequency of use between both genders.
4
3.5
3
2.5
2
1.5
1
0.5
0
MALES
FEMALES
Figure 3 Comparative graph on Language Learning Strategies' frequency of use between male and female participants according to the
SILL (Oxford, (1990)).
As could be seen from figure 3 (above) females appear to have higher scores in almost every
strategy compared to their male counterparts. More specifically, females’ overall average
score126 on the SILL is 3.28 whereas males’ is 2.53 points; according to Rebecca Oxford’s
rating scale127 both males’ and females’ scores fall into the category of “sometimes used”
strategies (Oxford (1990:300)). The only strategy that both males’ and females’ average is
statistically near is related to the compensation strategy use128 indicating that both male and
females EFL students in the Greek context are effective users of the contextual information
to compensate for the missing knowledge.
126
Overall average score: the number which results after adding up average score of each strategy and dividing it to the total amount of
strategies examined. Rebecca Oxford (1990) suggested that the overall average number could illustrate how often one uses the LLS
examined.
Rebecca Oxford (1990:300) developed the rating scale of the SILL scores as follows: “Always or almost always used:4.5-5.0”, “Usually
used:3.5-4.4”, “Sometimes Used:2.5-3.4”, “Generally not used:1.5-2.4”, “Never or almost never used:1.0-1.4”
127
128
Males’ average on compensation strategies is: 3.1 whereas females’ average score on compensation LLS is 3.3.
- 52 -
Except for this, it is important to mention that males tended to use the memory129 and
affective strategies130 less frequently compared to other LLS examined on the SILL. On the
other hand, as far as females are concerned data shows that their least preferred strategies in
language learning are the Affective131 LLS.
Taking into consideration the data from both the SILL as well as the complimentary
information from the follow up interviews it seems that the female participants seem to
implement more Language Learning Strategies compared to males. The following chapter
aims to provide richer explanations and possible reasons that could justify as well as provide
the teaching implications of the findings of this study.
129
Males’ average on memory strategies on the SILL is: 2.2.
130
Males’ average on affective strategies on the SILL is: 2.2.
131
Females’ average on affective strategies on the SILL is: 3.1.
- 53 -
Chapter 5
5.1 Discussion
In this section I shall try to justify the findings of this research according to the relevant
literature in the area as well as the Greek educational and social context. To recapitulate,
results of this research seem to suggest that males appear to use the Compensation and Social
strategies more frequently than the Memory and Affective strategies. By way of contrast,
females appear to implement Metacognitive and Social strategies most and Affective
strategies less frequently.
There seem to be differences in the frequency of use of Language Learning strategies
favouring females over males: Evidence seems to suggest that there is a significant difference
on the frequency of use of LLS between males and females in almost every strategy
favouring females over males132. In the same vein, research from Kaylani (1996), Oxford and
Nyikos (1989), Oxford and Ehrman (1989) and Oxford and Ehrman (1995), Oxford and
Dreyer (1996), Mochizuki (1999), Teow et al (2010) advocates that females tend to utilize a
wider variety of language learning strategies compared to male students of English. Although
evidence in this area is inconclusive, perhaps the answer lies on the ground that females’
natural inclination towards language and verbal abilities is stronger than males’ (Denno,
(1982), Ehrman and Oxford (1989)). Following the same line of thought, a female
participant, G.M.F, confirmed that females might be naturally inclined towards language
learning and multiple strategy use133. Conversely, according to males’ point of view females
appear to be more organized and disciplined than them in class134 confirming Oxford et al’s
(1988) conclusion that female learners appear to be more strategic compared to males.
132
Farhady (1982), Eisenstein (1982), Oxford et al (1988), Oxford and Ehrman (1989), Oxford and Nyikos (1989), Oxford et al (1993),
Oxford and Ehrman (1995), Oxford (1996), Oxford and Dreyer (1996), Kaylani (1996), Goh and Foong (1997), Mochizuki (1999), Peacock
and Ho (2003), Hong-Nam and Leavell (2006), Ghee et al (2010)).Larsen and Long (1991), Sunderland (2000) suggested that females’ use
of LLS is slightly higher on females rather than males.
133
See Appendix L, n.1.
134
See Appendix L, n.2.
- 54 -
Females appear to be using Language Learning Strategies more frequently compared to their
male counterparts: One reason could be that the Greek social context135 where labour
distribution is not always equal136 might encourage female students to feel more motivated137
and give a significant amount of effort to get as many qualifications as possible so that they
could secure a stable job position in future. It could be that females’ motivation might
influence the frequency of use of LLS and predict success in the foreign language (Oxford et
al (1989)) and Rubin (1975)). To put it differently, females’ frequent application of LLS
might be the result of significant effort with a view to obtain a certificate that could enable
them to be competitive in the job market. Another reason could be that Greek female students
might use a wide range of LLS as a result of their own personal exploration on every
technique possible that could help them achieve higher exam results138. In addition it might
be the case that females try to implement as many strategies as possible in order to succeed in
the exams and be appreciated by their family as well as the Greek society where education is
highly respected139.
Males seem to use Language Learning Strategies less frequently than females: The
participants of this study attended English in mixed gender classes; according to what they
reported, they were not looking competitively at students of the opposite sex. Another
explanation that could justify the findings might be that male students might have associated
foreign language learning with femininity (Whitehead (1996) and Sunderland (2000)); as a
result they might lose their motivation to learn another language140. However, it is worthy of
remark that the findings above might signify that the academic environment might not
facilitate males to use particular LLS examined in contrast to females who might find it
optimal for developing the LLS (Dreyer and Oxford (1996)). Except for this further research
in the literature reveals that males’ disposition is less prone to conform to the norms
135
Oxford (1996) considered that there are “many biosocial reasons for this difference” (p:36).
136
See Appendix L, n.3.
137
Oxford and Nyikos (1989) associated the application of learning strategies as directly relevant not only to gender but also to motivation.
At this point it is important to mention Gu’s (2002) research results which claimed that females tended to feel insulted when their scores
in foreign language performance tests/exams were low reinforcing the assumptions already mentioned above regarding motivation as well as
females’ position in the society and the job market in the Greek context.
138
139
Similar findings are documented on research studies by Oxford et al (1988), Oxford and Nyikos (1989), Ehrman and Oxford (1989),
Oxford and Ehrman (1995), Kaylani (1996)).
140
On the other hand, research by Denno, (1982), Nyikos (1990) and Halpern (1992) confirms that females might feel more confident and
motivated with learning a foreign language due to stereotypical perceptions which praise their superiority in languages compared to their
male counterparts.
- 55 -
compared to females’ especially regarding the norms of a classroom setting (Oxford et al
(1988), Oxford and Nyikos (1989), Nyikos (1990), Oxford et al (1993), Gu (2002)). Further
research in the area has shown that males are not naturalistic learners in foreign language
learning since they base their learning on “rote memorization” (Gu (2002: 43)). Finally,
neuroscientific studies considered that males are late in their cognitive maturity in L1
compared to females, which might be transferable in L2 acquisition (Halpern (1992)).
The most typical strategy used by both males and females is the Social Language Learning
Strategy: Another finding that could be considered as important is the fact that both males
and females tend to prefer to use social LLS more frequently than the others141.One
explanation could be given on the basis of the cultural context of the EFL classroom in
Greece. When for some countries in the world142 the norm for the students is to listen
carefully to the teacher silently, the Greek educational context welcomes students to engage
themselves in classes and interact both with their teachers and fellow students. Except for
this, recent research on young learners in Greece has shown that they tended to use social
LLS regardless of their gender for travelling and tourism purposes (Papadopoulou (1997)).
Given that that the context of the learning situation is a detrimental variable in the students’
selection of LLS (McDonough (1995), Magogwe and Rhonda (2007)) we could suggest that
the teaching environment as well as students’ motivation to communicate143 with others in
English might possibly explain this tendency in both genders. However, it is worth
mentioning that the percentage of social strategies use is still higher on females rather than
males144.
The least typical strategies used by both genders are the Affective Language Learning
Strategies: The results of this study strongly suggest that both males and females appear to
use the affective language learning strategies less often than any other strategy145.This finding
could be justified on the ground that the Greek context of learning English is exam oriented.
141
Similar findings are confirmed by a research study from Kaylani (1996) on a total number of 255 male and female High school students
in Jordan.
142
Oxford et al (1993) and Miller (1993) claimed that in Asian countries, such as China, the cultural norm of the classroom is to listen to the
teacher without interrupting him/her to clarify certain points. Any interruption during the classes might be a sign of disrespect to the teacher.
143
Schmitt and McCarthy (1997) considered that the use of social strategies could have an important impact on learners degree of
competence in L2 especially in cases when students try to use English for communication with Native Speakers of the TL.
144
Similar findings are confirmed by Oxford and Nyikos (1989)) on 1.200 male and female university students in the USA.
145
Similar findings are confirmed on research studies by Mochizuki (1999) and Wharton (2000).
- 56 -
Consequently, it would seem sensible to suppose that the type of tasks included in the exams
might trigger particular LLS that students would have to develop in order to succeed in the
exams of competence in English. However taking this into consideration it is likely that
students might prefer to develop appropriate LLS (such as: cognitive-compensationmetacognitive-social) aiming to pass the exams in English ignoring others that could be
useful in maintaining a meaningful interaction146 with speakers of the TL (Nyikos and Oxford
(1993)). It could be that once students start off learning English aiming to sit a particular
exam, which sets certain criteria students might focus their attention at developing the
strategies that are necessary to succeed in the exam of English language competence.
Considering that affective strategies147 are mostly related to the psychological part of the
students’ learning experience, such as exercising control over their feelings and maintaining
their self esteem when dealing with a foreign language (Skehan (1989) and Oxford, (1990),
Oxford (1996)), it would seem reasonable to conclude that students might find it worthless to
develop their affective strategies since they are not directly considered as a necessary
requirement in order to succeed in the exams of competence in English148. Under these
circumstances we can conjecture that during the limited amount of time available in class
both students and teachers might aim their focus mostly at developing the LLS which could
bring successful exam results.
Males appear to be using memory strategies less: Another finding of this research is that
males tend to utilize memory strategies less frequently compared to rest of the strategies
examined149. One reason that could justify this result might be attributed to the exam oriented
system150 in Greece which facilitates short term storage of information for the exam purposes.
In other words, given that the majority of students of English in Greece aim at passing an
exam in English it might be plausible to suppose that they might not give a significant
Rubin (1975) mentioned that “opportunity” (p:43) to use the language in real communication is an important factor towards achieving
acquisition.
146
147
The significance of affective strategies use was underlined by Skehan (1989), Kondo and Ling (2004) who concluded that low use of
affective LLS may be associated to high levels of anxiety which could have a detrimental effect on students’ performance in the foreign
language.
148
Stern (1975) considered that successful language learners should approach the Target Language in a confident and a calm attitude.
149
Similar findings are reported by Nyikos and Oxford (1993) who examined the parameter of gender and its influence in LLS tendencies on
university students in America.
150
Oxford and Nyikos (1989) considered that the majority of the participants in their research tended to prefer to use certain strategies due to
the fact that they were suggested by the school curriculum. For example they supported that students did not prefer to use mnemonic or
metacognitive strategies which require extra attempt as long as these skills were not considered as necessary to succeed an exam at school.
- 57 -
amount of effort to associate the new information with their own lives and experiences151.
Another explanation could lie on teachers’ level of training in teaching memory LLS which
are significant in language learning. Also, Oxford et al (1989) and McDonough (2002)
highlighted the key role of teachers in students’ strategy training. The detrimental impact of
teachers on students’ LLS use is underlined both by male and female participants of this
study152.
5.2 Implications of this research
Teachers’ training on Language Learning Strategies teaching: In the same line with Rubin
(1975) and Dornyei (2005) I consider that the research findings on the use of LLS tendencies
might be of great benefit for both teachers and students of English 153 in Greece. Taking into
account that a considerable amount of male and female participants in the interview who
pointed out that they were not given proper guidelines on the use of LLS from their
teachers154 and the LLS they used was a result of their own personal exploration and effort
might signify that teachers should raise their level of awareness on the significance of LLS in
language teaching and learning155. To achieve this, teachers should endeavour to receive
proper preparation on the use of LLS in classroom teaching either by studying the relevant
literature or by attending teacher training courses organized by experts in the area of LLS156.
Research on students’ Language Learning Strategies preferences: As Wenden (1985) points
out teachers should “systematically assess” (p:7) their students’ use of LLS according to their
current level of competence in the L2. The significance of classroom research in LLS use was
underlined by many researchers who put the finger at the heart of the area claiming that it
151
See Appendix L, n.4.
152
See Appendix L, n.5, n.6 and n.7.
153
Also, Malamah-Thomas (1996), Nation (2001), Schmitt and McCarthy (1997) considered that learners can keep on learning without the
presence of their teachers by their side at every stage of their life. For this reason LLS awareness and training is crucial both for teachers and
learners.
154
See Appendix J, n.70 and K, n.4, n.5, n.6, n.7.
155
Oxford (1996) considered that high levels of awareness on LLS could have positive results in the acquisition of the TL.
O’Malley and Chamot (1987) and Nation (2001) claimed that it is vital for the teachers to receive training on LLS in order to develop
learners’ use of LLS.
156
- 58 -
could improve their students’ potential for more effective language learning157.
More
specifically, teachers could evaluate the degree of their students LLS use either by observing
them or by carefully receiving their feedback regarding their learning progress in the L2.
Except for this, teachers by identifying particular strategies that good students implement
when learning English could help the weak ones by encouraging them to compensate for the
missing strategies158 in order to improve their linguistic performance.
Students’ training on Language Learning Strategies use: Teachers after having investigated
the particular LLS that students appear to be low at, they could help them to develop their
LLS use159 by triggering particular aspects of LLS. The way to achieve it could be to provide
optimal conditions for stimulating particular LLS160. To illustrate this, Skehan (2000)
correctly suggested that educators should consider carefully the construction of an effective
syllabus in order to achieve the educational goals in strategy training. In point of fact, LLS
are teachable161 especially when teachers are selective on the materials they use in class162.
Except for this tasks selection could be particularly important as they could be advantageous
for the students’ LLS training and development163. However it should be emphasized that
teachers’ role in LLS instruction should be only to encourage their students to discover the
strategies which are most appropriate for them according to their learning preferences164.
A wide number of researchers such as: Wenden (1985), O’ Malley and Chamot (1987) , Oxford and Burry-Stock (1995), MalamahThomas (1996), Griffiths and Parr (2001), Gu (2002) and Deneme (2008) considered that the role of the teachers is vital towards students’
157
development of language learning strategies.
Naiman et al (1995) and McDonough (1995) mentioned that teachers should investigate their learners’ Language Learning Strategies use
extensively at all levels and help the ones that do not do well in language learning by observing the Language Learning Strategy use of the
better ones.
158
159
Griffiths and Parr (2001) and Deneme (2008) stressed the significance of LLS research in LLS training.
160
Oxford and Nyikos (1989) considered that teachers could help students develop their LLS use by assigning them tasks which would aim
towards developing particular language learning strategies.
161
Biyalistok (1979), O’Malley and Chamot (1987) claimed that it is possible to teach to students the use of Language Learning Strategies.
162
Oxford (1996) emphasized that teachers should select the teaching materials according to the Language Learning Strategies they aim to
develop.
A number of researchers:Oxford (1989), Vann and Abraham (1990), O’ Malley and Chamot (1987), Oxford et al (1993), Oxford and
Ehrman (1995), Skehan (1989), Skehan (2000), Deneme (2008) claimed that the Language Learning Strategies development could be
possible by implementing specific tasks which aim at developing particular LLS.
163
164
Chamot et al (1989) and Naiman et al (1995) mentioned that teachers should leave the students free to choose the LLS they wish to
implement without commenting on right or wrong strategies. Also, Tudor (1996) considered that instructors should teach LLS in
combination to the tasks aiming to improve students’ level of competence in the L2. As he further supports, in this way learners would begin
to realize what works best for them among a pool of different strategy choices.
- 59 -
Students’ training on the Affective Language Learning Strategy use is necessary for EFL
students in Greece: Considering the conclusions of this paper which suggest that the majority
of both male and female participants appear to implement the Affective LLS less frequently
than the rest of the strategies examined, I consider that it would be necessary for the teachers
to provide proper instruction on the use of Affective LLS to their students. One way to
achieve it could be to encourage them to believe in themselves and their abilities to deal with
tasks in the TL successfully165. Except for this, teachers should raise students’ awareness
regarding the long term outcomes of learning English as a foreign language166 and create a
stress free atmosphere in the class167. One option that could facilitate teachers to avoid
anxiety in class could be, as Griffiths and Parr (2001) suggested, the implementation of
affective principles of suggestopedia in class168 such as the use of stress relieving music
which would lower the levels of students’ anxiety during the language learning process.
Another way of developing students’ Affective LLS could be to encourage them to keep a
diary where they could record their feelings, anxieties, worries, fears during their language
learning development (Griffiths 2008). Finally, it is interesting to mention that students
could improve their use of Affective strategy techniques by being well prepared, releasing
their tension, sharing their feelings with others and being optimistic about their language
learning performance169.
Teachers’ awareness on gender differences: Based on the result findings of this research, it
seems prudent for the educators to be more attentive to males’ use of LLS than females’
especially in cases when they have to deal with a mixed gender classes170, which is often the
case in the Greek educational system. A fruitful idea could be the organization of pair work
165
Oxford and Ehrman (1995) maintained that educators should attempt to build their students’ self confidence in using the TL by
encouraging them to tackle with a variety of tasks in English.
166
Tudor (2001) pointed out that teachers should make students believe that their studying of English is valuable for them and their lives.
Tudor (2001) suggested that it would be beneficial for the students’ progress to adopt a different attitude on learning English for
communicative reasons and not as an obligation that they must fulfil in order to pass an exam.
167
168
Suggestopedia is a theory of language learning developed by Lozanov which suggested that effective language learning could be
achieved when students are in a state of “concentrative psycho-relaxation” (Lozanov (1978:267).
Kondo and Ying Ling’s (2004) affective language strategy suggestions for students are: (a) “Preparation”, (b) “relaxation” (c) “positive
thinking”, (d) “peer seeking” (seek help on other fellows when students face difficulties during their learning process), e) resignation
(Kondo and Ying Ling (2004:262)).
169
170
As Oxford et al (1993), Gu (2002) and Peacock and Ho (2003)) suggested, if females naturally tend to implement a wider variety of
language learning strategies compared to males it might mean that teachers should be more attentive to male participants rather than the
female ones. Also, as Skehan (2000) mentioned, in a collaborative activity students who use more LLS could instruct the ones who use less
so that they could both manage to deal with tasks in the L2. Also, Oxford et al (1993) highlighted the educational significance of pair work
since it could facilitate students to exchange ideas on LLS use and help each other in developing their own LLS.
- 60 -
activities in mixed gender groups or in pairs of good and weak learners. However it is
important to consider that teachers should try to help learners by guiding them on how to use
each strategy and explain to them their importance171 in effective language learning. Except
for this it is necessary for educators to provide their students with plenty of opportunities for
practice (Bialystok, (1979), Nyikos (1990), Ellis and Sinclair (1993)).
Practicing the Language Learning Strategies in class: Taken into account that students
should be trained on particular strategies each time, it is perfectly logical to maintain that
testing and assessment of language use should be based according the strategies instructed172.
Teachers by appearing confident on the effectiveness of the LLS173, by inspiring their
students to set goals for learning English174, by keeping them motivated175 they could make it
possible to increase the levels of strategy use of their learners inside and outside the
classroom. Once again, it should be mentioned that their role should be recommendatory
allowing the freedom of choice to their students176.
5.3 Limits of this research
Although research in the area is inconclusive, LLS could be investigated not only with
regard to gender but also together with other variables such as motivation, personality,
attitudes, learning styles and teaching methods that could be significant when examining
students’ tendencies in LLS use177. The reason is that it would provide richer explanations on
171
As Porte (1988) points out, teachers should explain the significance of the use of particular LLS in order to avoid cases of students who
are not willing to follow the example that their fellow students set.
172
Nyikos (1990), McDonough (1995), Nation (2001) highlighted the fact that since learners are introduced to particular LLS and practice
them in class it signifies that educators should organize their testing methods according to the LLS developed in class.
As suggested by Wenden (1987), Oxford (1989), Tudor (2001) the teachers’ level of enthusiasm might have detrimental effects on
students’ use of LLS. More specifically, educators should not only discuss with students the educational value of the affective LLS
strategies but also practice them during the classes.
173
Creating classes sharing “homogeneous goals” that could keep learners encouraged to learn English for the same purpose could facilitate
the teachers’ attempt to control the affective variable in class (Miller (1993: 685) and Tudor (2001)).
174
175
Rubin (1981) suggested educators should encourage students to use more LLS by motivating them in one way or another, for instance
they could promise higher marks when they use more LLS in English.
Considering that the selection of LLS might vary according to the students’ level of maturity; students’ needs and perceptions might
change from time to time. It appears therefore that teachers should provide training and instruction on LLS use and leave students free to
make their own decisions on the LLS they would prefer to utilize (McDonough (1995), Schmitt (2000), Nation (2001)).
176
177
As suggested by Genesee (1978), Oxford (1989), Ehrman and Oxford (1989), Miller (1993), Nyikos (1990), Oxford et al (1993), Naiman
et al (1995),Oxford and Ehrman (1995), Gu and Johnson (1996), Kaylani (1996), Tudor (1996), Dreyer and Oxford 1996, Mochizuki
(1999), Schmitt (2000), Gu (2002), Dornyei (2005), Psaltou and Kantaridou (2009).Also, as Griffiths (2004) considered that LLS could not
- 61 -
the findings. Although studying the difference of each gender in the use of LLS could yield
significant insights into the SLA process, however it would be impossible to generalize on
the findings due to the limited number of the participants examined in this study.
Another restrain could be that students’ reports on strategy use might not correlate with their
actual use of LLS in reality178 which due to the limits of the present research it was possible
to be investigated. Finally, the fact that participants of this study were highly educated could
possibly be a bias for the results since the reality of a teacher in a language classroom is to
deal with students from various levels of education.
5.4 Suggestions for further research
Since gender is an area that could be biased by individual characteristics, I consider that more
research should be conducted in the area of language learning strategies with the variable of
gender in the same line with Oxford et al (1988). More specifically, I consider that larger
scale research consisting of male and female participants from various levels of educational
and cultural backgrounds could provide more interesting findings in the area. Once again, the
area of Language Learning Strategies should be examined on the basis of other variables,
already mentioned, that could provide more significant insights into the differences in
language learning strategies according to students’ individual styles and characteristics.
Conclusion
This study was an attempt to highlight the differences in Language Learning Strategies used
by male and female participants. Conclusions suggest that instructors should implement
Language Learning Strategy instruction in their EFL classroom in order to assist learners to
become more effective. What is important to realize is that gender differences in Language
be considered as panacea for language learning. In other words, LLS use should be utilized together with other language learning techniques
in order to bring the desirable results.
As Rubin (1981) and O’ Malley and Chamot (1990) considered, it is important to take into consideration students’ beliefs on LLS use as
well as their actual use by them.
178
- 62 -
Learning Strategies use exist in the Greek context of learning EFL and consequently, they
could have a significant impact on teacher’s attitudes and actions especially when dealing
with LLS training in class. Finally, I consider that the professional teachers in Greece
teaching in either public or private sector should consider the implications of the results of
this study as a suggestion to improve the quality of their teaching.
- 63 -
References
Bialystok, E. (1979) The Role of Conscious Strategies in Second Language Proficiency,
Canadian modern language review, Vol. 35:372-94.
Bloor, M. And Wood, F. (2006) “Keywords in Qualitative Methods”, SAGE publications.
Chamot,A.(1987) “The learning strategies of ESL students” . In Wenden,A. and Rubin,J.,
(Eds.) “Learner Strategies in Language Learning“, Prentice Hall.
Chamot, A.,U., Kupper,L. (1989) Learning Strategies in Foreign Language Instruction,
Foreign Language Annals, Vol. 22 (1): 13-24.
Cohen,D.,A. (1998) “Strategies in learning and using a second language” Longman.
Cohen, L. (1990) “Language Learning” Heinle and Heinle.
Cohen, L., Manion,L., Morrison, K. (2007) “Research Methods in Education” (6th eds.),
Routledge.
Creswell, J.,W. (2003) “Research Design: Qualitative, Qantitative and Mixed Methods
Approaches” (2nd Eds), SAGE.
Deneme, S. (2008) Language Learning Strategy preferences of Turkish students, Journal of
Language and Linguistic Studies, Vol 4:83-93
Denno, D. (1982) Sex differences in cognition: A review and critique of the longitudinal
evidence, Adolescence, Vol.68:779-788.
Denzin, K,N. And Lincoln, Y.,S. (2008) “The Landscape of Qualitative Research”, SAGE
Publications.
Dornyei,Z. (2005) “The Psychology of the Language Learner individual differences in
Second Language Acquisition” Lawrence Erlbaum Associates Publisher.
Ehrman, M. and Oxford, R. (1989) Effects of sex differences, career choice and
psychological type on adult language learning strategies. Modern language journal 73, 1, 113.
- 64 -
Eisenstein, M. (1982) A study of social variation in adult second language acquisition,
Language Learning, Vol. 32:367-391.
Ellis, G. and Sinclair, B. (1993) “Learning to learn English Teacher’s book”(4th eds),
Cambridge University Press.
Ellis, R. (1994) “The study of second language acquisition”, Oxford University Press.
Genesee, F., (1978) Individual differences in second language learning, Canadian Modern
Language Review, Vol. 34 (3): 490-504.
Ghee,T.,T., Hairul,N.,I., Kamarul.,K.,M (2010) Language learning strategies used by MFL
students based on genders and achievement groups, US China Foreign Language, Vol 8
(1):50-58.
Goh, C.,C.,M. and Foong, K.,P. (1997) Chinese ESL students learning strategies: a look at
frequence, proficiency, and gender.
Griffiths, C. and Parr,J., M. (2001) Language-learning strategies: theory and perception.
English Language Teaching Journal, Vol.55: 247-254.
Griffiths, C. (2003) Pattens of language learning strategy use, System, Vol 31: 367-383.
Griffiths, C., (2004) Language Learning Strategies: theory and research. Occasional Paper
no.1, School of foundation studies AIS St. Helens, Auckland, N. Zealand.
http://74.125.155.132/scholar?q=cache:UWeda1A5cgJ:scholar.google.com/+language+learni
ng+strategies+theory+and+research&hl=en&as_sdt=2000 (Date: 20-08-2010).
Griffiths, C. (2008) “Strategies and good language learners” in Griffiths, C (Ed.) “Lessons
from good language learners” , Cambridge University Press.
Gu,Y., and Johnson, R.,K. (1996) Vocabulary Learning Strategies and Language Learning
Outcomes, Language Learning, Vol.46 (4): 643-679.
Gu, Y. (2002) Gender, academic major and vocabulary learning strategies of Chinese EFL
learners, RELC Journal, Vol. 33:35-54.
- 65 -
Halpern, D.,F. (1992) (2nd eds.) “Sex Differences in Cognitive Abilities” Lawrence Erlbaum
Associates, Publishers.
Hong-Nam,K. and Leavell, A.,G. (2006) Language Learning Strategy use of ESL students in
an intensive English learning context, System, Vol. 14:399-415.
Kaylani, C. (1996) “The influence of Gender and Motivation in EFL learning strategy use in
Jordan” in Oxford, R. (Eds.) “Language learning strategies around the world: cross-cultural
perspectives”, The University of Hawai’i Press.
Kondo, D.,S. and Ying Ling, Y. (2004) Strategies for coping with language anxiety: the case
of students of English in Japan, ELT Journal, Vol. 58 (3):258-265.
Kyungsim,H.,N and Leavell, A.,E. (2006) Language Learning Strategy use of ESL students
in an intensive English learning context, System, Vol 34:399-415.
Larsen-Freeman, D. and Long, M.,H. (1991) “An Introduction to second language
acquisition research”, Oxford University Press.
Lozanov, G. (1978) “Suggestology and outlines of suggestopedy”, Gordon and Breach.
Malamah-Thomas, A. (1996) “Classroom interaction”, Oxford University Press.
McCarthy. M. and Schmitt,N. (1977) “Vocabulary Description, Acquisition and Pedagogy”,
Cambridge University Press.
McDonough, S. (1995) “Strategy and Skill in Learning a Foreign Language”, Arnold.
McDonough, S. (2002) “Applied Linguistics in Language Education”, Arnold.
Mokuedi, J.,M and Rhonda, O. (2007) The relationship between language learning strategies,
age and self efficacy beliefs: A study of language learners in Botswana, System, Vol. 35: 338352.
Miller, J.,R. (1993) A critical Appraisal of Learner Training: Theoretical Bases and Teaching
Implications, TESOL Quarterly, Vol. 27: 678-689.
Mochizuki, A., (1999) Language Learning Strategies used by Japanese University students.
RELC journal, Vol 30:101-113.
- 66 -
Morrison,K.,R.,B. (1993) “Planning and Accomplishing School-Centred Evaluation” ,
Dereham.
Naiman, N. et al. (1996) “The Good Language Learner” Multilingual Matters.
Nakamura, T. (2000) “The use of vocabulary learning strategies: the case of EFL learners in
two environments” published PHD thesis, University of Essex.
Nation, I.S.P (2001) “Learning Vocabulary in Another Language”, Cambridge University
Press.
Nunan, D. (1989) “Understanding Language Classrooms A guide for teacher-initiated
action”, Prentice Hall.
Nyikos, M., (1990) Sex related differences in adult language learning: Socialization and
memory factors. Modern language journal, Vol 74: 273-287.
Nyikos, M. and Oxford, R.,L. (1993) A Factor Analytic Study of Language-Learning Use:
Interpretations from Information-Processing Theory and Social Psychology, The Modern
Language Journal, Vol. 77 (1):11-22.
O’ Malley, M.,J., Chamot, A.,U., Manzanares, G.,S., Kupper,L. And Russo,P. (1985)
Learning Strategies used by Beginning and Intermediate ESL students, Language Learning
Journals, Vol. 35: 21-46.
O’ Malley, M.,J. and Chamot, A.,U. (1987) The Cognitive Academic Language Learning
Approach: A Bridge to Mainstream, Tesol Quarterly, Vol 21:227-249.
O’Malley, J.,M. and Chamot, A.,U. (1990) “Learning strategies in second language
acquisition”, Cambridge University Press.
Oppenheim,
A.,N.
(1992)
“Questionnaire
Design,
Interviewing
and
Attitude
management”,Pinter.
Oxford, R. (1989) Use of Language Learning Strategies: a synthesis of studies with
implications for strategy training, System, Vol.17:235-247.
Oxford, R. and Nyikos, M. (1989) Variables affecting choice of language learning strategies
by university students. Modern language journal, Vol 73( 3): 291-300.
- 67 -
Oxford, R. and Ehrman, M. (1989) Effects of sex differences, career choice and
psychological type on adult language learning strategies. Modern language journal, Vol 73,
(1): 1-13.
Oxford, R.L, Lavine,,R.,Z., Crookall, D. (1989) Language Learning Strategies, the
Communicative Approach and their Classroom Implications. Foreign Language Annals,
Vol.22 (1):29-39.
Oxford,R. (1990) “Language Learning Strategies what every teacher should know” Heinle &
Heinle.
Oxford, R. Young, P.,O, Ito, S., and Sumrall, M. (1993) Learning a language by satellite
television: what influences student achievement?, System, Vol 21: 31-48.
Oxford, R. and Ehrman, M. (1995) Adults’ language learning strategies in an intensive
foreign language programme in the United States. System, Vol 23,( 3), 359-386.
Oxford, R. and Burry-Stock, J. (1995) Assessing the use of Language Learning Strategies
worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning
(SILL), System, Vol. 23 (1):1-23.
Oxford, R. (1996) Employing a Questionnaire to Assess the Use of Language Learning
Strategies, Applied Language Learning,Vol. 7 (1):25-45.
Oxford, R. and Dreyer,C., (1996) Learning Strategies and other predictors of ESL proficiency
among African speakers in South Africa in Oxford,R.,L. (Eds) “Language learning strategies
around the world: cross cultural perspectives” The University of Hawai’i Press.
Papadopoulou, L., (1997) “Learner Strategies in Foreign Language Learning and
Instructional Implementation in the context of teaching young learners.” MA thesis,
University of Essex.
Park, G.,P. (1997) Language Learning Strategies and English Proficiency in Korean
University, Foreign Language Annals, Vol.30 (2): 211-221.
Patton, M.,Q. (2002) “Qualitative research and Evaluation Methods” SAGE Publications.
- 68 -
Peacock,M. and Ho,B. (2003) Student language learning strategies across eight disciplines,
International Journal of Applied Linguistics, Vol.13 (2):179-200.
Pearson, E. (1988) Learner strategies and learner interviews, English Language Journal, Vol.
42:173-178.
Porte, G. (1988) Poor language learners and their strategies for dealing with new vocabulary,
English Language Journal, Vol. 42:167-172.
Psaltou-Joycey,A. and Kantaridou, Z. (2009) “Foreign Language learning strategy profiles
of university students in Greece”, Paper presented in the 19th International Symposium on
Theoretical and Applied Linguistics, 3-5 April 2009, Thessaloniki, Greece.
Romaine, S. (1995) “Bilingualism” (2nd eds), Blackwell.
Rubin, J. (1975) What the good language learner can teach us, TESOL Quarterly, Vol.9
(1):41-51.
Rubin, J. (1981) Study of Cognitive Processes in Second Language Learning. Applied
Linguistics 2 (2): 117-131.
Rubin, J. (1987) “Learner Strategies, theoretical assumptions, research, history and
typology” in Wenden,A. and Rubin,J., (Eds.) “Learner Strategies in Language Learning“,
Prentice Hall.
Schmitt, N. (2000)“Vocabulary in language teaching”, Cambridge University Press.
Sheorey, R. (1999) An examination of language learning strategy use in setting of an
indigenized variety of English, System, Vol. 27:173-190.
Silverman, D. (1993) “Interpreting Qualitative Data”, SAGE Publications.
Skehan, P. (1989) “Individual Differences in Second-Language Learning” Arnold.
Skehan, P. (2000) “A cognitive Approach to Language Learning”, Oxford University Press.
Smith,H.,W. (1975) “Strategies of social research: The methodological imagination”,
Prentice Hall.
- 69 -
Stern, H.,H. (1975) What can we learn from the Good Language Learner?, Canadian Modern
Language Review, Vol.31:304-318.
Stern,H.,H. (1983) “Fundamental Concepts of Language Teaching ”, Oxford University
Press.
Stern, H.,H. (1986) (4th ed.) “Fundamental concepts of language teaching”, Oxford
University Press.
Sunderland, J. (2000) Issues of language and gender in second and foreign language
education, Language Teaching, Vol.33: 203-225.
Tarone, E.,E. (1994) “A Summary: Research Approaches in studying Second Language
Acquisition or If the shoe fits..” in Tarone, E.,E., Gass, S., M. and Cohen, A.,D. “Research
Methodology in Second-Language Acquisition”, Lawrence Erlbaum Associates Publishers.
Teow, T.,G,, Hairul, N.,I., Kamarul, K.,M. (2010) Language Learning Strategies used by
MFL students based on genders and achievement groups, US China Foreign Language, Vol 8
(1), serial:76.
Tran,T.,V. (1988) Sex Differences in English Language acculturation and learning strategies
among Vietnamese adults aged 40 and over in the United States. Sex Realm, , Vol 19:747757.
Tudor, I. (1996) “Learner-centredness as Language Education”, Cambridge University
Press.
Vann, R.,J. and Abraham, G. (1990) Strategies of Unsuccessful Language Learners. TESOL
Quarterly, Vol. 24 (2): 177-194.
Wenden, A.,L. (1985) Learner Strategies TESOL Newsletter, 19 (5), 1,4,5,7.
Wenden, A. (1987) Conceptual background and utility. In Wenden,A. and Rubin,J., (Eds.)
“Learner Strategies in Language Learning“, Prentice Hall.
Wharton,G. (2000) Language Learning Strategy use of bilingual foreign language learners in
Singapore, Language Learning, Vol 50 (2): 203-243.
- 70 -
Whitehead, J.,M. (1996) Sex stereotypes, gender identity and subject choice at A-level,
Educational Research, Vol.38 (2):147-160.
Wilson,N. and McLean,S. (1994) “Questionnaire Design: A Practical Introduction ”,
University of Ulster Press.
Yang, N.,D. (1992) “Second Language Learners’ beliefs about language leaening and their
use of learning strategies: A study of college students of English in Taiwan” Unpublished
doctoral dissertation, University of Texas. In Oxford, R. and Burry-Stock, J. (1995)
Assessing the use of Language Learning Strategies worldwide with the ESL/EFL version of
the Strategy Inventory for Language Learning (SILL), System, Vol. 23 (1):1-23.
Yang, N.,D. (1993) “Understanding Chinese students’ beliefs and learning strategy
use.”Paper presented at the annual meeting of International Teachers of English to Speakers
of Other Languages, Atlanta, GA. In Oxford, R. and Burry-Stock, J. (1995) Assessing the use
of Language Learning Strategies worldwide with the ESL/EFL version of the Strategy
Inventory for Language Learning (SILL), System, Vol. 23 (1):1-23.
- 71 -
Appendix section
- 72 -
Note to the reader
The combination of the qualitative and quantitative methodologies demand an extremely long
Appendices section in order to provide better understanding to the researcher or reader as
well as reinforce the findings of the actual research. However, taking into consideration the
word constraints as well as my supervisor’s suggestions this section includes only a small
representative part of the data collected for this research. The rest of the data is secured by the
researcher as well as her supervisor and could be available upon contact with them. The
reader by following the references to the appendix section could very easily understand the
nature of this research.
- 73 -
Table of contents
Note to the reader ....................................................................................................................A.2
Appendix A: Consent form
Appendix B: Rebecca Oxford’s (SILL) Digitalized ..................................................................... A.5
Appendix C:Rebecca Oxford’s (SILL) Digitalized:Females’summative results table ......... A.11
Appendix D:Rebecca Oxford’s (SILL) Digitalized: Males’ summative results table ………..A.17
Appendix E: Design of the interview questions: ....................................................................... A.22
Appendix F: Follow up interview questions ................................................................................ A.23
Appendix G: Translated interview of the female participant: G.M.F .................................. A.26
Appendix H: Translated interview of the male participant: M.M.M ................................... A.38
Appendix I: Participants’ information sheet about the research .......................................... A.54
Appendix J: Empty interview coding form .......................................................................... A.55
Appendix K: Interview extracts in Greek-English for the results section ........................... A.57
Appendix L: Interview extracts in Greek-English for the discussion section ..................... A.67
Appendix A: Consent form given to the participants
- 74 -
UNIVERSITY OF ESSEX
FORM OF CONSENT TO TAKE PART IN A RESEARCH PROJECT
CONFIDENTIAL
Title of project / investigation: Gender Differences in Language Learning Strategies of Greek learners
of English as a Foreign Language.
Brief outline of project, including an outline of the procedures to be used:
The aim of this research is to investigate the role of gender differences in the choice of language learning
strategies in order to provide more evidence on the extent of gender and its influence on the strategies that
male and female students may use when learning English as a Foreign Language in Greece.
By signing this document the participants admit that they have read the aim of this research as well as the
process of the data collection involved. They also acknowledge that they have understood the terms and
conditions of this study, have read the information sheet included about the way the data is going to be
used, confidentiality, and have access to the contact details of the researcher.
I, ................................................................................................................. *(participant’s full name)
agree to take part in the above named project / investigation, the details of which have been fully
explained to me and described in writing.
Signed ..................................................................
Date.........................................................
(Participant)
I, Stavroula El. Gkarampliana certify that the details of this project / investigation have been fully
explained and described in writing to the subject named above and have been understood by him / her.
Signed ..................................................................
Date.........................................................
(Investigator)
*Please type or print in block capitals
Appendix B: Rebecca Oxford’s (SILL) Digitalized.
- 75 -
Strategy Inventory for
Language Learning (SILL)
Version for Speakers of Other Languages
Learning English
Strategy Inventory for Language Learning (SILL)
Version 7.0 (ESQEM)
(c) R. Oxford, 1989
Directions
This form of the STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) is for will
students of English as a second or foreign language. You wifind statements about learning English. Please read
each statement. On the separate Worksheet, write the response (1, 2, 3, 4, or 5) that tells HOW TRUE OF YOU
THE STATEMENT IS.
1.
2.
3.
4.
5.
Never or almost never true of me
Usually not true of me
Somewhat true of me
Usually true of me
Always or almost always true of me
NEVER OR ALMOST NEVER TRUE OF ME means that the statement is very rarely true of you.
USUALLY NOT TRUE OF ME means that the statement is true less than half the time.
SOMEWHAT TRUE OF ME means that the statement is true of you about half the time.
USUALLY TRUE OF ME means that the statement is true more than half the time.
ALWAYS OR ALMOST ALWAYS TRUE OF ME means that the statement is true of you almost always.
Answer in terms of how well the statement describes you. Do not answer how you think you 5hould be, or what
other people do. There are no right or wrong answers to these statements. Put your answers on the separate
Worksheet. Please make no marks on the items. Work as quickly as you can without being careless. This usually
- 76 -
takes about 20-30 minutes to complete. If you have any questions, let the teacher know immediately.
(Version 7.0 [EFUESL] 0 R. L. Oxford, 1989)
EXAMPLE
1.
2.
3.
4.
5.
Never or almost never true of me
Usually not true of me
Somewhat true of me
Us u a l l y t r u e o f m e
Always or almost always true of me
Read the item, and choose a response (1 through 5 as above), and write it in the space after the item.
I actively seek out opportunities to talk with native speakers of English.
You have just completed the example item. Answer the rest of the items on the Worksheet.
Strategy Inventory for Language Learning
Version 7.0 (ESL/EFL)
(c) R. Oxford, 1989
1.
Never or almost never true of me
2.
Usually not true of me
3.
Somewhat true of me
4.
Usually true of me
5.
Always or almost always true of me
(Write answers on Worksheet)
Part A
1.
I think of relationships between what I already know and new things I learn in English.
2.
I use new English words in a sentence so I can remember them.
3.
I connect the sound of a new English word and an image or picture of the word to help me remember the
Word.
4.
I remember a new English word by making a mental picture of a situation in which the word might be
used.
5.
I use rhymes to remember new English words.
6.
I use flashcards to remember new English words.
7.
I physically act out new English words.
8.
I review English lessons often.
9.
I remember new English words or phrases by remembering thew location on the page, on the board, or on a street
- 77 -
sign.
Part B
10.
I say or write new English words several times.
11.
I try to talk like native English speakers.
12.
I practice the sounds of English.
13.
I use the English words I know in different ways.
14.
I start conversations in English.
15.
I watch English language TV shows spoken in English or go to movies
16.
I read for pleasure in English.
17.
I write notes, messages, team, or reports in English.
18.
I first skim an English passage (read over the passage quickly) then go back and read carefully.
1.
Never or almost never true of me
2.
Usually not true of me
3.
Somewhat true of me
4.
Usually true of me
5.
spoken in English.
Always or almost always true of me
(Write answers on Worksheet)
19.
1 look for words in my own language that are similar to new words in English.
20.
I try to find patterns in English.
21.
I find the meaning of an English word by dividing it into parts that I understand.
22.
I try not to translate word-for-word.
23.
I make summaries of information that I hear or read in English
Part C
24.
To understand unfamiliar English words, I make guesses.
25.
When I can't think of a word during a conversation in English, I use gestures.
26.
I make up new words if I do not know the right ones in English.
27.
I read English without looking up every new word.
28.
1 try to guess what the other person will say next in English.
- 78 -
If I can't think of an English word, I use a word or phrase that means the same thing.
29.
Part D
30.
I try to find as many ways as I can to use my English.
31.
I notice my English mistakes and use that information to help me do better.
32.
I pay attention when someone is speaking English.
33.
I try to find out how to be a better learner of English
34.
I plan my schedule so I will have enough time to study English.
35.
1 look for people I can talk to in English.
36.
1 look for opportunities to read as much as possible in English.
37.
I have clear goals for improving my English skills.
38.
I think about my progress in learning English.
1.
Never or almost never true of me
2.
Usually not true of me
3.
Somewhat true of me
4.
Usually true of me
Always or almost always true of me
(Write answers on Worksheet)
Part E
39.
40.
41.
42.
43.
44.
I try to relax whenever I feel afraid of using English.
I encourage myself to speak English even when I am afraid of making a mistake.
I give myself a reward or treat when I do well in English.
I notice if I am tense or nervous when I am studying of using English.
I write down my feelings in a language learning diary.
I talk to someone else about how I feel when I am learning English.
Part F
45.
If I do not understand something in English. I ask the other person to slow down or say it again.
46.
I ask English speakers to correct me when I talk.
I practice English with other students.
I ask for help from English speakers.
I ask questions in English.
1 try to learn about the culture of English speakers
47.
48.
49.
50.
- 79 -
I
STRATEGY INVENTORY FOR LANGUAGE LEARNING 297
Your Name _________________________ Date _____________
Worksheet for Answering and Scoring
The Strategy Inventory for Language Learning (SILLI
Version 7.0 (ESL/EFL)
(c) R. Oxford, 1989
1.
The blanks (_ ) are numbered for each item on the SILL.
2.
Write your response to each item (that is, write 1, 2, 3, 4, or 5) in each of the blanks.
3.
Add up each column. Put the result on the line marked SUM.
4.
Divide by the number under SUM to get the average for each column.
Round this average off to the nearest tenth, as in 3.4.
5.
Figure out your overall average. To do this, add up all the SUMS for
the different parts of the SILL. Then divide by 50.
6.
When you have finished, your teacher will give you the Profile
of results. Copy your averages (for each part and for the whole
SILL) from the Worksheet to the Profile.
- 80 -
SILL worksheet (continued)
Version 7.0 (ESL/EFL)
(c) R. Oxford, 1989
Part Α
Part Β
Part C
Part D
Part E
Part F
1.
____
10. ____
24.____
30.____
39.____
45.____
2.
____
11. ____
25.____
31.____
40.____
46.____
3.
____
12. ____
26.____
32.____
41.____
47.____
4.
____
13. ____
27.____
33.____
42.____
48.____
5.
____
14. ____
28.____
34.____
43.____
49.____
6.
____
15.____
29.____
35.____
44.____
50.____
7.
____
16.____
36.____
8.
____
17.____
37.____
9.
____
18.____
38.____
19.____
20.____
21.____
22.____
23.____
- 81 -
Appendix C: Rebecca Oxford’s (SILL) Digitalized: Females’ summative results table:
Strategy Inventory for
Language Learning (SILL)
Version for Speakers of Other Languages Learning English
Strategy Inventory for Language Learning (SILL)
Version 7.0 (ESQEM)
(c) R. Oxford, 1989
1.
2.
3.
4.
5.
Never or almost never true of me
Usually not true of me
Somewhat true of me
Usually true of me
Always or almost always true of me
(Write answers on Worksheet)
- 82 -
Part A
G.M.F
P.T.F
M.K.F
A.P.F
M.A.F
S.T.F
X.P.F
P.T.F
A.S.F
X.M.F
total
Av
1.
I think of relationships between what I already know and new things I learn in
English.
3
4
4
3
5
4
3
3
4
3
36
3.6
2.
I use new English words in a sentence so I can remember them.
4
5
4
4
5
3
4
3
4
3
39
3.9
3.
I connect the sound of a new English word and an image or picture of
the word to help me remember the Word.
2
3
3
1
4
3
4
3
1
2
26
2.6
4.
I remember a new English word by making a mental picture of a
situation in which the word might be used.
4
5
5
4
2
3
3
4
1
1
32
3.2
5.
I use rhymes to remember new English words.
3
3
4
2
5
2
2
1
1
2
25
2.5
6.
I use flashcards to remember new English words.
5
5
5
2
1
2
1
1
1
3
26
2.6
7.
I physically act out new English words.
4
5
2
2
3
1
3
4
3
4
31
3.1
8.
I review English lessons often.
5
5
5
5
5
3
3
4
5
2
42
4.2
9.
I remember new English words or phrases by remembering the location on the page,
on the board, or on a street sign.
2
2
4
5
5
2
2
3
5
4
34
3.4
Average of part A:
3.5
4.1
4
3.1
3.8
2.5
2.5
2.8
2.7
2.6
291
3.2
Part B
- 83 -
10.
I say or write new English words several times.
5
4
5
5
5
3
5
5
5
3
45
4.5
11.
I try to talk like native English speakers.
5
4
2
3
3
3
3
1
3
5
32
3.2
12.
I practice the sounds of English.
5
4
5
3
2
3
4
2
3
5
36
3.6
13.
I use the English words I know in different ways.
5
5
5
5
3
3
2
2
1
1
32
3.2
14.
I start conversations in English.
5
4
4
3
1
1
3
3
2
3
29
2.9
15.
I watch English language TV shows spoken in English or go to movies
4
3
5
5
2
3
4
1
5
3
35
3.5
spoken in English.
16
I read for pleasure in English.
5
3
5
1
1
3
2
1
3
1
25
2.5
17.
I write notes, messages, team, or reports in English.
4
1
4
1
1
2
3
1
1
2
20
2
18.
I first skim an English passage (read over the passage quickly) then go back
4
5
5
2
4
5
2
3
4
2
36
3.6
3
2
3
2
5
4
4
3
2
3
31
3.1
and read carefully.
19.
1 look for words in my own language similar to new words in English.
20.
I try to find patterns in English.
5
5
4
3
3
4
4
3
5
2
38
3.8
21.
I find the meaning of an English word by dividing it into parts that I
5
5
5
4
5
5
3
3
5
4
44
4.4
understand.
22.
I try not to translate word-for-word.
3
5
4
4
4
4
4
3
2
4
37
3.7
23.
I make summaries of information that I hear or read in English
3
1
4
3
1
2
3
3
1
1
22
2.2
- 84 -
Average of part B:
4.3
3.6
4.2
3.1
2.8
3.2
3.2
2.4
3
2.7
462
3.3
Part C
24.
To understand unfamiliar English words, I make guesses.
5
1
3
5
5
5
4
5
5
4
42
4.2
25.
When I can't think of a word during a conversation in English, I use
2
3
2
5
5
5
3
5
4
3
37
3.7
gestures.
26.
I make up new words if I do not know the right ones in English.
2
1
2
4
1
3
3
2
1
4
23
2.3
27.
I read English without looking up every new word.
2
2
3
1
1
5
4
1
4
4
27
2.7
28.
1 try to guess what the other person will say next in English.
3
1
2
2
2
4
2
2
3
1
22
2.2
29.
If I can't think of an English word, I use a word or phrase that means the
5
5
5
5
4
5
5
4
5
4
47
4.7
3.1
2.1
2.8
3.6
3
4.5
3.5
3.1
3.6
3.3
198
3.3
same thing.
Average of part C:
Part D
30.
I try to find as many ways as I can to use my English.
4
3
4
3
1
5
3
1
4
3
31
3.1
31.
I notice my English mistakes and use that information to help me do better.
5
5
4
3
5
5
4
3
3
2
39
3.9
32.
I pay attention when someone is speaking English.
5
4
5
4
4
5
3
4
4
2
40
4
33.
I try to find out how to be a better learner of English.
5
4
5
3
5
4
3
4
5
2
40
4
- 85 -
34.
I plan my schedule so I will have enough time to study English.
5
4
4
4
5
4
4
4
3
3
40
4.4
35.
1 look for people I can talk to in English.
4
2
4
3
1
2
2
1
3
2
24
2.4
36.
1 look for opportunities to read as much as possible in English.
4
1
5
2
1
2
2
1
4
2
25
2.5
37.
I have clear goals for improving my English skills.
4
3
5
3
5
3
3
2
2
2
32
3.2
38.
I think about my progress in learning English.
4
5
3
4
5
5
4
3
3
2
38
3.4
Average of part D:
4.4
3.4
4.3
3.2
3.5
3.8
3.1
2.5
3.4
2.2
309
3.4
Part E
39.
I try to relax whenever I feel afraid of using English.
5
5
5
4
3
3
4
5
1
4
39
3.9
40.
I encourage myself to speak English even when I am afraid of making a
mistake.
5
4
5
4
4
2
4
5
4
4
41
4.1
41.
I give myself a reward or treat when I do well in English.
4
2
3
4
5
5
2
2
4
1
32
3.2
42.
I notice if I am tense or nervous when I am studying of using English.
5
5
3
4
5
4
4
4
3
2
39
3.9
43.
I write down my feelings in a language learning diary.
4
1
1
1
1
1
1
1
1
1
13
1.3
44.
I talk to someone else about how I feel when I am learning English.
5
4
2
4
1
4
3
4
1
2
30
3
4.6
3.5
3.1
3.5
3.1
3.1
3
3.5
2.3
2.3
194
2.1
Average of part E:
Part F
- 86 -
45.
5
5
3
5
4
4
5
4
2
3
40
4
If I do not understand something in English. I ask the other person to slow
down or say it again.
46.
I ask English speakers to correct me when I talk.
4
4
4
5
4
1
2
2
1
4
35
3.5
47.
I practice English with other students.
5
5
4
2
3
1
3
2
3
1
29
2.9
48.
I ask for help from English speakers.
5
5
4
5
4
1
5
4
3
4
40
4
49.
I ask questions in English.
5
4
4
3
3
1
5
2
2
4
33
3.3
50,
1 try to learn about the culture of English speakers.
5
4
3
2
3
1
2
2
5
2
29
2.9
Average of part F:
4.8
4.5
3.6
3.6
3.5
1.5
3.6
2.6
2.6
3
206
3.4
- 87 -
Appendix D:Rebecca Oxford’s (SILL) Digitalized: Males’ summative results table.
Strategy Inventory for
Language Learning (SILL)
Version for Speakers of Other Languages Learning English
Strategy Inventory for Language Learning (SILL)
Version 7.0 (ESQEM)
(c) R. Oxford, 1989
1.
2.
3.
4.
5.
Never or almost never true of me
Usually not true of me
Somewhat true of me
Usually true of me
Always or almost always true of me
(Write answers on Worksheet)
- 88 -
Part A
A.Σ.Μ
F.A.M
G.E.M
K.T.M
CMM
I. AM
A.D.M
P.G.M
E.M.M
M.M.M
total
Av
1.
I think of relationships between what I already know and new things I learn in English.
5
4
4
3
1
5
4
1
1
1
29
2.9
2.
I use new English words in a sentence so I can remember them.
3
3
4
2
1
4
2
1
1
1
22
2.2
3.
I connect the sound of a new English word and an image or picture of the word to help me
remember the Word.
4
4
4
1
1
2
3
1
1
1
22
2.2
4.
I remember a new English word by making a mental picture of a situation in which the word
might be used.
5
3
4
4
1
3
4
1
4
1
30
3
5.
I use rhymes to remember new English words.
2
1
1
1
2
1
1
2
1
1
13
1.3
6.
I use flashcards to remember new English words.
1
3
1
1
4
1
3
1
1
1
17
1.7
7.
I physically act out new English words.
4
1
1
1
2
1
1
5
1
1
18
1.8
8.
I review English lessons often.
5
5
4
3
2
1
3
1
1
1
26
2.6
9.
I remember new English words or phrases by remembering the location on the page, on the board, or on a
street sign.
5
2
4
5
3
2
1
3
1
1
27
2.7
Average of part A:
3.8
2.7
2.3
1.8
2.2
2.4
1.7
1.3
1
204
2.2
4
4
5
4
1
3
1
2
1
30
3
3
Part B
10.
I say or write new English words several times.
- 89 -
5
11.
I try to talk like native English speakers.
5
3
3
5
3
3
3
2
4
3
28
2.8
12.
I practice the sounds of English.
5
4
3
4
2
3
3
1
2
1
28
2.8
13.
I use the English words I know in different ways.
4
2
4
4
1
3
2
3
3
3
29
2.9
14.
I start conversations in English.
4
3
4
3
1
2
3
4
1
1
26
2.6
15.
I watch English language TV shows spoken in English or go to movies spoken in English.
5
4
4
5
1
3
4
3
1
2
32
3.2
16
I read for pleasure in English.
4
3
1
3
2
1
2
1
3
1
18
1.8
17.
I write notes, messages, team, or reports in English.
2
2
1
2
3
1
2
2
1
2
18
1.8
18.
I first skim an English passage (read over the passage quickly) then go back and read carefully.
5
2
1
2
3
2
1
5
1
3
25
2.5
1
3
5
2
3
2
4
5
3
4
32
3.2
19.
1 look for words in my own language similar to new words in English.
20.
I try to find patterns in English.
1
3
4
5
2
2
3
2
2
1
25
2.5
21.
I find the meaning of an English word by dividing it into parts that I understand.
4
4
4
1
2
3
3
1
1
2
25
2.5
22.
I try not to translate word-for-word.
3
2
4
2
2
2
2
1
3
3
24
2.4
23.
I make summaries of information that I hear or read in English
1
2
4
3
2
2
1
1
1
1
18
1.8
Average of part B:
3.4
2.9
3.3
3.2
2.2
2.1
2.5
2.2
2
2
358
2.5
Part C
- 90 -
24.
To understand unfamiliar English words, I make guesses.
5
4
1
2
3
4
3
1
3
4
30
3
25.
When I can't think of a word during a conversation in English, I use gestures.
4
3
4
1
4
2
3
3
2
1
27
2.7
26.
I make up new words if I do not know the right ones in English.
2
4
4
1
1
3
3
5
2
1
26
2.6
27.
I read English without looking up every new word.
5
3
5
3
4
3
4
3
3
2
35
3.5
28.
1 try to guess what the other person will say next in English.
1
4
1
2
3
2
3
2
1
1
20
2
29.
If I can't think of an English word, I use a word or phrase that means the same thing.
4
4
5
4
5
4
4
5
3
5
43
4.3
3.5
3.6
3.3
2.8
3.3
3
3.3
3.1
2.3
2.3
181
3.1
Average of part C:
Part D
30.
I try to find as many ways as I can to use my English.
5
3
1
3
2
3
3
1
2
1
24
2.4
31.
I notice my English mistakes and use that information to help me do better.
4
3
2
5
4
3
4
1
2
1
29
2.9
32.
I pay attention when someone is speaking English.
3
4
1
5
1
3
4
3
2
3
29
2.9
33.
I try to find out how to be a better learner of English.
4
3
2
5
3
3
3
1
1
2
27
2.7
34.
I plan my schedule so I will have enough time to study English.
5
4
3
1
3
3
2
2
1
1
25
2.5
35.
1 look for people I can talk to in English.
3
3
3
4
1
3
1
1
1
1
21
2.1
36.
1 look for opportunities to read as much as possible in English.
3
3
4
4
1
3
1
1
1
1
22
2.2
- 91 -
37.
I have clear goals for improving my English skills.
4
3
4
3
2
2
3
2
2
1
26
2.6
38.
I think about my progress in learning English.
5
3
5
2
2
4
3
2
2
2
30
3
Average of part D:
4
3.2
2.7
3.5
2.1
2.3
2.6
1.5
1.5
1.4
233
2.5
Part E
39.
I try to relax whenever I feel afraid of using English.
1
4
5
1
1
4
1
1
1
4
23
2.3
40.
I encourage myself to speak English even when I am afraid of making a mistake.
5
4
5
3
5
4
3
3
2
3
37
3.7
41.
I give myself a reward or treat when I do well in English.
4
4
4
1
1
3
2
5
1
3
28
2.8
42.
I notice if I am tense or nervous when I am studying of using English.
5
3
4
4
1
3
2
1
1
1
25
2.5
43.
I write down my feelings in a language learning diary.
1
2
1
1
1
1
1
1
1
1
11
1.1
44.
I talk to someone else about how I feel when I am learning English.
1
2
1
1
1
1
3
1
1
1
13
1.3
2.8
3.1
1.8
1.6
2.6
2
2
1.1
2.1
137
2.2
5
4
1
3
4
5
4
4
4
5
39
3.9
3.3
Average of part E:
Part F
45.
If I do not understand something in English. I ask the other person to slow down or say it again.
46.
I ask English speakers to correct me when I talk.
1
3
1
5
4
2
3
1
1
1
22
2.2
47.
I practice English with other students.
1
3
4
2
3
2
2
1
1
2
21
2.1
- 92 -
48.
I ask for help from English speakers.
5
4
1
3
2
3
3
1
1
1
24
2.4
49.
I ask questions in English.
5
3
4
3
2
4
3
1
2
1
28
2.8
50,
1 try to learn about the culture of English speakers.
5
3
5
2
1
4
3
1
1
3
28
2.8
Average of part F:
3.6
3.3
2.6
3
2.6
3.3
3
1.5
1.6
2.1
162
2.7
- 93 -
Appendix E:Design of the interview questions:
Step one: Studying Rebecca Oxford’s (1990) LLS Taxonomy.
Figure 4 Scanned copy of the Social Language Learning Strategies Taxonomy (Oxford, (1990:145)).
Step 2: Studying Rebecca Oxford’s (1990) Strategy Inventory for Language Learning
questions, Part F.
Part F
24.
If I do not understand something in English. I ask the other person to slow down or say it again.
25.
I ask English speakers to correct me when I talk.
26.
I practice English with other students.
27.
I ask for help from English speakers.
28.
I ask questions in English.
29.
1 try to learn about the culture of English speakers
- 94 -
Step 3: Write up the interview questions based on the information above as well as relevant
information of the literature regarding the use of social strategies.
Follow up Interview Questions
ASKING QUESTIONS (5 questions)
a) Do you find it rude to ask your teachers about things you didn’t understand very well?
Why?
b) Do you ask your fellow students? When? Why?
c) Do you like it when others correct your speech? Why?
COOPERATING WITH OTHERS (2 QUESTIONS)
d) Do you like it when you collaborate with others to do a groupwork? Even if you end
up doing all the work yourself? Why?
e) Do you like to work together with English speakers even if that may mean that there
may be gaps in the conversation? Why? Do you think it might help you to develop
your English as well?
EMPATHIZING WITH OTHERS (2 questions)
a) Are you interested in getting to know the English culture or just the language?Why?
b) Do you think you can really understand other people’s feelings even without
understanding their language? (empathy) How did you manage to achieve this? Who
taught you this technique?
- 95 -
Appendix F: Follow up interview questions:
Part A Memory:
GROUPPING (5 questions)
a) When you try to remember a new item in the L2 do you often create word families in your mind?
b)
When you try to learn, do you often try to associate English with Greek?
c) Was it relatively easy to learn vocabulary such as “Super market”, “fast food”, “radio”? Why?
(d) Also do you usually try to memorize by visualizing a picture of objects?
(e) Do you usually use acronyms in order to remember something better?
APPLYING IMAGES TO SOUNDS (5 Questions)
a) When you try to learn a word, do you often try to picture/make the sound of the object that a word refers to?
b) Do you often create situations in your mind where the new word could be appropriately used? Do you find it helpful?
c) Do you use other methods like trying to make a song out of the new material that you are trying to learn?
d) Do you like drawing plans of graphs where the main point would be at the centre and relevant ideas would be around, forming
something like a tree?
e) Do you use Greek to remember words that are not similar in meaning but sound similar? (Eg. Remember the word: “calories”
from the Greek word: “Kalorifer”(radiator))
EMPLOYING ACTION (2 questions)
a) Did you keep a notebook of your new knowledge in English? Did you keep it because someone told you to do so? Can you
describe me how you used to organize your notes?
REVIEWING WELL (1 question)
a) Do you do frequent revisions for the material you learn? When did you used to do a revision? Did they coincide with tests/exams
at school or you used to organize your revisions by yourself?
PART B Cognitive:
CREATING STRUCTURE FOR INPUT AND OUTPUT (3 questions)
a) During your classes of English did you like keeping notes?
b) Did you underline the most important keys while reading in English? Did you like using coloured pens?
ANALYZING AND REASONING (Question 4)
a) Was it easy for you to apply general rules especially grammar rules directly into the sentences?
b) By having a look at an example of language use, do you think it’s easy to elicit the grammar rule that follows by yourself?
c) When you try to learn the pronunciation of new words, do you try to think of similar words or sounds in Greek or any other
language you speak?
d) When you listen or read in English, do you tend to translate in Greek in order to make sense? Do you use Greek to think of
something, and English to write or say it?
PRACTICING (5 Questions)
a) Do you tend to repeat: words, sounds, set expressions, in the way native English speakers do when you learn English?
b) Do you like writing the same thing over and over again to practice the spelling? Do you tend to use new vocabulary into
sentences you make yourself of already known words?
c) Do you dare to talk or write in English to people who are native English or understand this language? Do you think that this was
of benefit to you in order to learn English?
d) When you receive information in English from sources such as texts/oral speech do you pay attention to every single detail?
PART C Compensation:
OVERCOMING LIMITATIONS IN SPEAKING AND WRITING (6 Questions)
a) When you cannot find the appropriate word in English?, do you “talk Greek”, or quit talking/writing?
b) Do you use synonyms/similar words to describe what you want to say in English?
c) Do you change the topic of the conversation once you see that you are not able to understand very well the topic of the
conversation in English?
d) Do you think that there may be some topics you may not be able to talk about because you think you don’t know the appropriate
vocabulary?
- 96 -
When you want to form a compound word in English and you don’t know how to form it. Do you use two words that may have
approximate meaning in order to complete the formation?
f)
Greek language is rich in language loans. It means that many words, such as English, come from other languages into the Greek
language. So, when you don’t know the appropriate English word, do you use English words borrowed into Greek thinking that it
may be similar in meaning in English?
GUESSING INTELLIGENTLY IN LISTENING AND READING (5 Questions)
a) If you come across an unknown sentence /phrase/word do you often try to find out its meaning based on the information from the
context?
b) Do you try to use relevant information of your world’s knowledge to find out the meaning?
c) Do you use prefixes or suffixes in Greek words thinking that your interlocutor may understand your Greeklish?
d) Also do you use your Greek or any other language you know to make sense something in English?
e) Do you try to understand other speakers’ feelings according to their tone of voice facial expression/body language without
knowing the language?
f)
When you want to make yourself understood in English but you don’t know certain words, do you use expressions, gestures or
your body language to express what you are trying to say?
e)
PART D Metacognitive:
PAYING ATTENTION (3 questions)
a) When you study, is it relatively easy to focus your attention on the point you are looking for?
b) Do you think it’s beneficial to read/listen to every detail because you find it interesting/ and important?
OVERVIEWING AND LINKING WITH ALREADY KNOWN MATERIAL (2 Questions)
a) Before reading or listening to a certain topic, do you try to associate its relevance to your own life experiences?
DELAYING SPEECH PRODUCTION TO FOCUS ON LISTENING (1 question)
a) Do you think that you could be able to use the words you use in English immediately after learning their meaning? Why?
ARRANGING AND PLANNING YOUR LEARNING (8 questions)
a) Do you think that language is a system or rules?
b) When you try to learn new words/ grammar points, do you consider them as parts of a system or just rules of a language?
c)
Do you know which place and which conditions are the best for you to concentrate on your study of English?
d) Do you programme what you are going to study and when you want it done?
e) Do you also plan ahead your study for the next week/month?
f)
Do you know what a text (or sometimes a dialogue) is going to talk about?
g) When you have to write a letter of application as a homework; can you describe me the process you follow in order to write it?
h) Do you try to join societies where the Native English Speakers may be involved in order to have the opportunities to develop
your English?
EVALUATING YOUR LEARNING (2 questions)
a) Are you able to distinguish your errors in English when you speak/write in English? Once you see it, do you correct yourself?
b) Do you list your grades on tests/ tasks in order to see if you improved/deteriorated in your learning?
PART E Affective:
LOWER YOUR ANXIETY (1 question)
a) When you are stressed, do you know it? How can you feel it? Do you do something to reduce it?
MAKE POSITIVE STATEMENTS (2 questions)
a) Do you raise your hand during the classes? Aren’t you afraid that you may be a reason for the whole class to laugh? When you
see that what you said was not correct/relevant with the lesson?
b) Do you pay compliments to yourself for what you do? Do you reward yourself for every achievement? What do you do to reward
yourself?
TAKE YOUR EMOTIONAL TEMPERATURE (4 questions)
5. Can you recognize symptoms in your body that betray your emotional state?
6. Do you check in a list of feelings your everyday mood for your records?
7. Do you like talking to others about the way you feel while learning English?
PART F Social:
ASKING QUESTIONS (5 questions)
a) Do you find it rude to ask your teachers about things you didn’t understand very well?
b) Do you ask your fellow students?
c) Do you like it when others correct your speech?
d)
Do you like it when you collaborate with others to do a groupwork? Even if you end up doing all the work yourself?
e)
Do you like to work together with English speakers even if that may mean that there may be gaps in the conversation?
EMPATHIZING WITH OTHERS (2 questions)
a) Are you interested in getting to know the English culture or just the language?
- 97 -
b)
Do you think you can really understand other people’s feelings even without understanding their language?
General questions:
1.
2.
3.
4.
5.
6.
Did your teachers help you on the use of learning strategies?
Do you think that the educational system in Greece has influenced the learning strategies you use to learn English? In what way
do you think it influenced you? In what way?
Do you think that your peers played an important role regarding the strategies you tend to use?
Do you think that your gender may be a reason that leads you to use more learner strategies than members of the opposite sex?
What was the main reason why you decided to study English? Job prospects ? Desire to get to know the English culture?
Do you think that knowing English could be an advantage for you? In what way?
Appendix G: Translated interview of the female participant: G.M.F
RE: So, did your teachers introduce you to the use of language learning strategies while trying to learn a foreign language?
G.M.F: Yes, I counted a lot on them; When I was at primary school, my teacher was writing all the time, (I mean) they told us to underline
the new words every time we were moving on to a new lesson, write them once again as a spelling task and if we were doing a mistake she
was putting us to rewrite the same word up to a hundred times. As far as grammar is concerned, we used to have a notebook where we were
writing everything step by step and this helped a lot later on. Then as far as writing is concerned she was helping us by indicating to us
some expressions that could be essential for a good letter..a good letter..eh, I must say that she was helping us a lot to develop the essential
techniques.
RE: Mm, was it only one person that really helped you or more than one?
G.M.F: There were two people that helped me in that..or maybe I could say three, eh, the first one was the teacher I used to have in my
private school before entering at the University. Once I begun my studies at the University I spent another two years of preparation for the
lower certificate. So my teachers were two, plus my best friend with whom we used to study together in the English school and we used to
have conversations together, I mean..everything..everything, we used to speak in English. Ok, also I used to take advantage of the chances I
had to speak with other foreigners in English, trying to explain to them things and give them directions.
RE: Did you usually keep notes during the classes?
G.M.F: Yeah, even at the University when we used to have some courses in English such as the classes of English during the fires three
semesters I always kept notes and I also when our teacher were giving us an English text to read, I used to give titles to each paragraph and
keep some notes in English in order to understand the text a lot better.
RE: Mm, In what language did you keep your notes in?
G.M.F: In English.
RE: In English?
G.M.F: Most of the times because our teacher from the private school..you asked me about the notes? Yes, everything I mean everything
were written in English. And my next teacher of English followed the same method. The idea was that during the classes of English
everything should be in English. My teachers from the fourth class of primary school until high school wanted us to speak in English during
the class. Nothing should be in Greek. Even the exclamation “Aou” should be “Ouch”, in English.
RE: Em, Did you keep notes of the key words when you were studying in English?
G.M.F: When you say key words..
RE: Key words.
G.M.F:Regarding a text?
RE: Mmm..
G.M.F: Yeah, for example when we were doing an example of a writing task I used to write underneath the page which words are the
correct ones. Or it might be a word that reminds me the content of the paragraph and with only one word it could remind me what was
included in the first paragraph, another one might include the content of the second paragraph so that with only three, four words I could
understand the meaning of the text at first glance or maybe at first reading. That’s it.
- 98 -
RE: Eh, did you use colourful pens? Did anyone advice you to use this technique?
G.M.F: Yeah, our teacher of English at primary school asked us to buy colourful pens and we had to use them from primary school until
high school.
RE: Aha,
G.M.F: And highlighters to underline every..every unknown word, all the unknown words, the important pieces of grammar or even the key
words as we said before, and some expressions. We learnt how to use the highlighters in order to emphasize some points.
RE: Was it easy for you to apply the general grammar rules in sentences without difficulty?
G.M.F: Εh, I could do that relatively easily but I had to be careful because sometimes I was doing something subconsciously. In other
words, when I could write a sentence according to the information given in the context, I couldn’t learn grammar easily. On the other hand I
think that if I could read more thoroughly I could learn in practice and not only in theory. As a result, my teacher was putting us to learn in
practice. To put it differently she didn’t tell us that the sentence consists of this and this but she was showing us how to make a sentence on
our own.
RE: Aha, so you could find the general rule yourself from the exemplary sentences, right?
G.M.F: Exemplary sentences? Yes, yes. I could understand easier because when a teacher does not..tell us..,as an old teacher at the
University used to do; he used to say: “This is this”. If he wouldn’t give us an example we couldn’t figure out what he was trying to say.
RE: When you try to learn how to pronounce the new words you are learning, do you try to associate the new words with the existing sounds
of the Greek language?
G.M.F: You mean a word like banana for example?
RE:Mm..Well, the word banana is a loan word.
G.M.F: Sometimes I can..i can do (this association) in order to remember better, not to improve my pronunciation.
RE: Maybe a word that might appear as difficult such as the English word: calories..
G.M.F: Yeah, which means calories if I am not wrong?
RE: Yes, would you associate it with, let’s say, the word radiator (Gr. Kalorifer)
G.M.F: Yeah, I might do this.
RE: Without necessarily meaning the same thing (with the word radiator).
G.M.F: Yes, yes, I might do this to help me more. Eh, I remember that I used to do the same with many other words when I was at the
lower certificate level. Also I used to associate many key words with other Greek words that remind me of something in Greek so that It
could help me learn. In cases when I was stuck in one word, and I could not..keep it in my brain, I try to associate with something I already
know and I was trying to make this association in order to remember better.
RE: So, you could manage to associate the new knowledge with something else..could you tell me more about it? I mean..how did you
manage to think of something else?
G.M.F: Eh, my friend helped me in that. We agreed that when we couldn’t..whene we were stuck in a word that one of us couldn’t learn,
then either she was giving me a similar Greek word, like “Ah, today I am going to teach you this..and..let’s say the word selfish” and
another word was coming in our brain and I was telling her that we will associate this word with this so that we will remember this word.
We were inventing various ways so that we could improve our memory and use better words. For example we were not only writing a
composition, we wanted to use sentences taken from an excellent composition and adjust them to our own composition. This is one of the
things we wanted to do.
RE: Did anyone teach you how to use this technique of associating Greek and English?
G.M.F: No, basically once my teacher of English taught us this technique when me and my fellow students were in a lower level of English.
Later on, when more difficult words appeared I found it very hard to remember them. Basically the times when I was finding it hard to learn
were few because I used to do this thing (of associating Greek with English).
RE: So, did you do the same with every word you were learning?
- 99 -
G.M.F: No, No, I can’t say I was doing it in every new word..i mean I can’t say I was doing it always. I was doing it whenever I was finding
it hard to learn a new word. Basically I was trying to associate every new word with an incident. For example the word accident. I was
associating it with the actual event of an accident. Thus, when I was learning this word for the first time, I tried to associate it with an event
so that it would be easier for me to learn it.
RE: Hm, When you listen to something or read something in English do you tend to translate in Greek?
G.M.F: When I listen or read? To translate? You mean..how?
RE: To read a text and to translate by yourself in order to make sense..
G.M.F: Well, I do it straight away..I don’t need..you mean that..well when I am reading a text in English, for instance, I understand it
straight away. In other words it’s not necessary to translate at the same time in my mind, it’s not necessary to..because I tend to translate it
directly in my brain, I don’t try to translate word by word in my mind, if that’s what you are asking me..i translate directly in my mind, o
mean, I understand what the other person is trying to tell me.
RE: And can you tell me if you translate when you hear someone speaking in English?
G.M.F: Ehm, again the same, I understand him, I understand him..i translate the core meaning in my mind.
RE: So, how did you manage to use this …technique of translation? Actually, the non-translation technique?
G.M.F: You mean to..
RE: Not to have to…
G.M.F: To analyze the words one by one, you mean? E…I must say that my teachers helped me in that because they wanted me and my
fellow students to learn how to communicate in English even from the A’ Class level to learn to speak in English always..and not to..also we
used to have the so-called “Thema” in which our teacherwas giving to us sentences in Greek and we had to translate them in English and
again from English to Greek. In this way we could understand how to comprehend on our own and not to spend our time thinking of
translations.
RE: Was that a type of exercise?
G.M.F: It was something like grammar, vocabulary, dictionary. Its name was “Thema”.
RE: “Thema”.
G.M.F: Yeah, she was giving to us sentences from Greek to English and from English to Greek and we had to translate it each time.
RE: Aha.
G.M.F: And maybe this helped me a lot; It’s something that other private schools of English are not normally doing…
RE: Mmm..
G.M.F: It helped me quite a lot.
RE: When you are trying to learn something new, do you tend to repeat the same word again and again?
G.M.F: Whenever it’s not possible to understand, yes, sometimes I try to repeat and I can not only understand its meaning…you mean to
remember it?
RE:Yeah, to learn it.
G.M.F: Yeah, sometimes it try to repeat it in order to remember it better.
RE: Mm..
G.M.F: That’s what happens.
RE: Did anyone suggest you to do that?
G.M.F: Ehm, no, I think..i started doing it on my own. Because when something was hard to learn then I was repeating. I am doing this with
every lesson I have. When I can’t fully comprehend something quickly then I say it again and again and again in order to..learn it easier.
- 100 -
RE: Did you write the same thing again and again?
G.M.F: Ehm, this is what our teacher, the one I told you before, eh..when we couldn’t learn one word from the classes we passed: Α’,Β΄,C’
she was asking us to write, we had a notebook, we had a notebook called “dictionary”..eh, and then she was asking us to write again and
again the same word..the same, the same..until we finally learn it, and after some time she was asking us to review them, if we didn’t know
one word of them, we had to write it again and again. Again and again until we finally learn it.
RE: Do you think that..You..were you doing this exercise on your own as homework for yourself?
G.M.F: To repeat continuously when..
RE: To write it again..
G.M.F: Ehm, I can’t say I was doing it by myself at home..i tried..but I am a visual learner, so if I see a word I know in an example I can
remember it easily. I can’t say I was doing it many times. I was only doing it when I met a difficulty in a particular word but it didn’t happen
to me to write it repeatedly again and again. I was doing this only when I had a serious problem in a particular word. But once again it didn’t
happen to me to write it for more than five- six times.. In other words, it wasn’t necessary but sometimes I was writing it.
RE: Uh, did you use the new vocabulary in sentences you made from the already known vocabulary?
G.M.F: You mean, if I would add new..in the old, if I would compose the new words in another..
RE: Hm..
G.M.F: This..
RE: To make up sentences from already known words and insert the new vocabulary into the new sentence.
G.M.F: Eh, yeah, I must say that I was doing this quite often. I was making use of the new word in order to be able to enrich my vocabulary
knowledge..or in composition writing..sometimes when they were teaching us how to write compositions our teacher used to tell us that we
shouldn’t remain on the same level..on the same words, we shouldn’t say over and over again the same word or expression; in order to make
up a sentence it’s best to use a synonym or an antonym. For example we shouldn’t use :also and also and also, we shouldn’t use this all the
time. On the contrary we should always use new vocabulary…
RE: Hm,
G.M.F: Also, sometimes she was asking us to write sentences in the affirmative form in order to learn how to use the difficult words which
could create a better impression to the examiner if we were to sit an exam.
RE: Uhm, do you try to talk or write in English to English Native Speakers or other English speakers thinking that this could possibly help
you to improve your English?
G.M.F:You mean if I try to speak with the English? Eh, sometimes when I spotted the English tourists I must say that I was approaching
them and I was talking to them first. I was happy when I was talking with them. Also I remember the place me and my family used to go on
holidays..eh..i was happy to see that I could manage to communicate with them. The time I enjoyed using my English most was when me
and my schoolmates went to Canterbury, over there was no point in our life that we would speak in Greek. It was the best time in my life
over there. I mean, you could speak in English. I liked it a lot and generally speaking I like speaking with foreign tourists..with people from
abroad when I have the chance to do so.
RE: Did you try to meet them by yourself?
G.M.F: Yeah, before I gave up English I really tried.
RE: When you receive information in English either from texts or from oral speech do you pay attention to every single detail?
G.M.F: When I receive information from a text..?
RE: Yes, when you study some texts or listen to an oral speech do you tend to pay attention to everything mentioned?
G.M.F: Sometimes if you are not careful then something small, it might be a single word .. that could determine the meaning of a whole text,
so the best is to move on step by step each time. This is what I think is right.
RE: So what exactly are you doing? Do you pay attention to every single detail or you focus on the main points?
- 101 -
G.M.F: I also focus on the main points but I think that this…if you.. if you do not pay close attention to the meaning of every single word, I
think that it is a.. it’s a chain. If the chain breaks and you do not pay attention, for example one or two sentences in a text, it might be that
these sentences might change the meaning of the whole text.
RE: Who taught you to act in this way? I mean to pay attention on everything? Because, if I understood very well, you tend to pay attention
on everything.
G.M.F: Mostly the teachers, especially one of my teachers who has done a Masters in England. She was the one who asked us to be more
precise, eh..and not the other teachers as far as the text is concerned. Because as far as I remember when I was younger I didn’t pay close
attention to the detail; later on when I reached the “lower” level when our teacher asked to be aware of everything. It happened one or twice
when I didn’t pay attention to one or two sentences and I was making mistakes on the follow up exercises. I think she was the only one (of
the teachers) who taught me this. Yeah, she and my lecturer at the University.
RE: Hm, um..do you think that the levels of your attention that you might give to the details might depend on the source of the information?
G.M.F: You mean, if it’s from my teacher or it might be information from a passerby? The level of my attention?
RE: Yeah.
G.M.F: It depends on the subject… It depends on the subject…ehm, I didn’t understand it very well can you please explain this to me?
RE: I mean, from where does the piece of information come. It might be from a..how to say, it might be from an exam booklet or it might be
from a literary book. Which one of the two might be the one you might pay most attention and why?
G.M.F: The second one of course the exam booklet..mostly.
RE: But why?
G.M.F: Basically if I knew that my teacher was speaking s/he would be the one I would pay most attention because I would know that she
has studied something more than I did. I would pay more attention to the detail s/he would say. If it might have been a passerby, I would
only pay attention to the main information.
RE: Do you speak in Greek when it is impossible to find the appropriate word in English?
G.M.F: Eh,..are you referring to Greek speakers of English or English speakers of English?
RE: Both..
G.M.F: With English Native Speakers of course not. Ehm, I must say that I have done it with some Cypriot students that couldn’t understand
something in Greek and I couldn’t find the appropriate word in Greek to explain it to them. You know that they speak a little bit different
than us, so sometimes yeah, I was using my English to make them understand what I was trying to say. Because I am from the Northern part
of Greece and I used some colloquial words from my village and if they couldn’t make sense, I was giving them an example in English.
RE: Do you prefer to keep your mouth shut rather than utter words in Greek to an English native?
G.M.F: Basically I consider that it does not make sense as s/he might not understand, so I am not going to keep my mouth shut, I am going
to try to explain to him/her in one way or another so that s/he could basically understand what I am trying to say.
RE: Like what?
G.M.F: Well, I might try to use a synonym word rather than stick a Greek word into the English sentence. I am going to find a synonym. I
might say: “Not this, the opposite”, something like that.
RE: Aha, how did you learn this technique of synonyms? Because you told me that you would use this technique.
G.M.F: Both of my teachers, eh, together with the grammar they were teaching antonyms..eh..for example.. the street, eh..they had the
symbol of antonym next to it and we had to learn it. Eh..so we were learning the antonyms in this way as well as the synonyms.
RE: Aha, so did you change the subject of conversation when you were feeling that you didn’t understand the subject of conversation
perfectly?
G.M.F: It depends on the situation.
RE: Let’s say, when you converse with an English native.
- 102 -
G.M.F: To change the subject of conversation? It depends on what s/he wants. If s/he wants a piece of information and I cannot give it to
him/her, then I am going to try. I am going to give it a try, but if it’s not possible, then I am not going to try to talk about a different subject,
because if s/he needs specific piece of information, this is what s/he is going to look for anyway. However, if it has to do with a
company..ehm..i am not sure to be honest..Ma-maybe I might try to do it, but it didn’t happen to me to try to change the subject on my own,
it rarely happened to me. Simply I will not participate because I don’t know the subject. It depends on the situation.
RE: Hm, do you believe that there might be some topics that you are not able to talk about because you are not sure you know the relative
vocabulary?
G.M.F: If I think that there are topics I am unable to talk about?
RE: Topics, topics.
G.M.F: Εhm, no I would still try yo talk about any topic. I will try, I mean, I am not going to let it go just because..I mean, I can’t say that I
might not do it. I would like to give it a try. Because I don’t believe that..i think that all that matters to me is the fact that I tried. I am not
going to give it up so easily.
RE: When you want to say a compound word in English and you are not sure if you remember its English equivalent, do you try to use two
words with an approximate meaning so that in a way you would form a compound word out of two synonyms?
G.M.F: For example?
RE: Let’s say the compound word: “Double Decker bus” in English.
G.M.F: Yes.
REQ Let’s say that you knew the wordQ “Double” but you are not sure of the word decker. Would you say: double floor bus?
G.M.F: Yeah, I might do it.
RE: Instead of saying double Decker which Is a compound.
G.M.F: Yeah, I would say that. I would say that, yes. Yes. I would say that double floor. I might have been wrong but at least I could have
made myself understood in English.
RE: How did you learn how to use this technique with the compounds? Did anyone teach you this?
G.M.F: Not really. I think I developed this skill on my own. Our teacher told us to try to make ourselves understood as much as possible but
I think that I was doing it by myself subconsciously. When I was unable to communicate with a foreigner in English I wouldn’t use my
Greek, but I would use a similar word in English instead instead of Greek as the foreigner wouldn’t understand anyway. It might be an
English tourist or an English speaking tourist from another country.
RE: The Greek language is rich in language loans. In other words, there are many words coming into Greek from other languages such as
English. When you are not sure that you know a particular English word, do you often use the English words that have been taken from the
English loans thinking that they might be similar in meaning in English as well?
G.M.F: For example?
RE: Let’s say the word cream which is similar in English.
G.M.F: Cream,Mm!
RE: If you had to say the compound word toothpaste, would you say the word toothcream instead? This is a very simple example, of course
there might be even more difficult words than this...
G.M.F: You mean to..
RE: To use the English loan existing in the Greek language…
G.M.F: I might do that.. I might do that.
RE: If, if you come across an unknown sentence or phrase or word would you try to guess the meaning according to the context?
- 103 -
G.M.F: Yeah, from the context. I would to that. Eh, yeah I would try to guess the meaning of a word based on context, if there would be no
other way to learn it..then I would try to guess what it means based on the context information of the sentence. Also, many times I did it by
myself. My teacher was asking us to study a text and..eh.. when I had no chance to open a dictionary then.. I was thinking by myself, I was
reading the sentences on the right and left of the text and I was trying to understand what the text was trying to say.
RE: So, how did you manage to develop this skill of guessing the meaning of the words?
G.M.F: You mean to make them up?
RE: No. To try to guess the meaning of some words you do not know.
G.M.F: Eh..they told us..or teachers have told us that sometimes you are not able to know. That we might reach a point that we would not be
able to..we would not be able to know even the existence of some words. So, if I I have to face this situation then I should try to seek for the
meaning of the unknown word. For example if you do not know the meaning of a particular word and you must learn this word, or if you
come across an unknown word in the exam room, then you should study the context in order to find out its meaning. I was doing it by
myself sometimes.
RE: Hm, do you try to use your word knowledge in order to make sense sometimes?
G.M.F: You mean in a conversation?
RE: Eh, yeah..basically..let’s say that you find the word biomedical and you are not sure you know its full meaning, however does this
trigger your thought into a particular field..
G.M.F: of medicine?
RE: Yeah, and you might simply say that this is a ….term.
G.M.F: Medical..
RE: Medical..
G.M.F: Yeah, I do this. If I hear a word I can associate it with a particular area or field. If I hear a word then I tend to associate it with a
particular branch, category or an event..i do it many times.
RE: Ehm, do you use English suffixes into Greek words trying to Anglicize the Greek words, thinking that your interlocutor might
understand the meaning of what you are trying to say?
G.M.F: You mean to use words half in English and half in Greek?
RE: Mmm..yeah.
G.M.F: I don’t think so, no, because I don’t think that my interlocutor would understand what I am trying to say. I don’t think I would do
that. I think that I could use a synonym when I find it hard to explain some words or make myself understood. I consider that synonyms are
a lot better instead of trying to Anglicize some Greek words.
RE: Ehm, remind me, you speak only English and Greek? Well do you use your Greek to understand better something that you do not
understand in English?
G.M.F: If I try to use my Greek?
RE: Yeah, your knowledge of Greek so that you could better understand something in English.
G.M.F: You mean, as far as grammar is concerned?
RE: Including everything.
G.M.F: So, if I use my knowledge to understand..
RE: Let’s say grammar..
G.M.F: Yeah.
RE: Do you use your knowledge of Greek grammar in order to understand better the English grammar?
- 104 -
G.M.F: Basically I used to follow the programme that our teachers suggested to us. I was trying not to go out of my way. I was trying to
follow it without changing anything, ehm, because I think that anything else would be wrong to do..i don’t remember if I ever did this..
RE: You don’t remember.
G.M.F: I don’t remember this…
RE: Ehm, do you try to understand other peoples’ feelings based on their tone of voice or their facial expressions?
G.M.F: Well, I consider it’s natural to understand others when I am able fo understand what they are talking about. For example, when
someone is angry and raises his/her tone of voice, I can understand it immediately. On the other hand, if someone is happy I can understand
this by observing him/her laughing, according to their speech, yeah I can understand this.
RE: Even if you are not sure of what they are talking about?
G.M.F: Well, if I see someone that is happy.. Or maybe scared, I am going to understand that something bad has happened or I might expect
bad news. On the other hand when I see someone cheerful talking to me with a smile or something like that, then yeah, I would probably
expect him/her to tell me good news even if I cannot understand exactly what s/he is trying to say. I think that there might be a few cases
when I might find it hard to understand what they are trying to say.
RE: Eh..when you want to make yourself understood in English, but you are not sure you know some expressions that could help you
achieve that,
G.M.F: Yes.
RE: Ehm, do you use gestures or facial expressions to make yourself understood?
G.M.F: Mm..i don’t think so. I think I did it once or twice but I don’t think I am doing it on an everyday basis. Generally speaking I don’t
use gestures, but in situations like now that I am moving my hands. But I never do it in order to make myself understood to a foreign person.
No, I don’t do it.
RE: So what do you normally do when you do not know the appropriate word? G.M.F: Ehm..if for example someone is asking me a piece
of information, let’s say about the location of the libraryt, it happened to me once,..ehm..i told him “over there” and I pointed with my finger
the right direction. In a case like this, yes.
RE: Yes.
G.M.F: If I wouldn’t know the word..well I don’t think so, I don’t know if that would help me.
RE: Mm..
G.M.F: It depends on what the foreign person would ask me..
RE: Are you aware when you are stressed?
G.M.F: You mean during the exams?
RE: Mm..
G.M.F: If I know it when I am stressed?
RE: Mm..
G.M.F: Yes, I try not to..u try, I try. I try not to show it to my interlocutor or in the exams. For example I always say to myself that
everything is going to be fine. That’s what my teachers advised me as well. That I shouldn’t be stressed especially when I know that I
studied and I know something very well, then it’s not necessary to feel in this way, you can be cool feeling fine.
RE: Do you try to do something to reduce your stress?
G.M.F: Ehm, I try to…I try to think positively to say to myself that everything is going to be fine and that I am going to make it regardless
of the result, I am going to relax.. and if someone is sure that s/he knows something, let’s say that you are going to sit exams for a certificate
of competence in English for a particular level such as the classes of: pre lower, lower or proficiency, which I didn’t gain, and when you
feel sure of your level of knowledge then you don’t have to worry about anything. Sometimes I try to release my stress thinking in this way
and..
RE: and you feel more confident of what you..
- 105 -
G.M.F: yeah, I feel more optimistic, yeah. For example, it happened to me to see an exam topic relative to tourism. As soon as I see the first
words written on the paper, I feel relaxed just by feeling confident that I know something about this topic, so I move on writing.
RE:Mm.. do you often raise your hand in class?
G.M.F: Yes, sometimes when I see that…eh..you become more active thinker even when you make a mistake..only then you can learn
something perfectly. I mean..there are..you learn from your mistakes, I mean, if you don’t try, if you don’t learn from your mistakes then
you are wrong because you it seems like you do not accept your mistakes, something like you do not want to learn.
RE: hm..even if people would laugh at you? Do you participate in class anyway?
G.M.F: I would care..at least to learn from my mistakes. I am not going to care if people might laugh at me or consider that it’s a mistake
because I believe that all people make mistakes and mistakes are for the humans. If you do not make mistakes you will never learn.
RE: Mmm,
G.M.F: I think that.. I don’t care and I didn’t care about the impression that my classmates would have about me in class because I was
really learning from my mistakes and I didn’t care about my fellow mates’ impression about me.
RE: So tell me, what happened to you when sometimes you raised your hand and you were saying something irrelevant or wrong? Did you
feel bad after that?
G.M.F: I might feel bad but at least I will make sure that that at least I tried. Because I will know that I am ΟΚ with myself..me and myself
have done what..what could be possible. I was doing my best apart from that I couldn’t do something else. I might have felt bad sometimes
but I don’t think, I am going to move one and I won’t give it up even if I do the same mistake over and over again.
RE: You told me that you wouldn’t give it up. What if you say something irrelevant?
G.M.F: Yeah.
RE: Eh, what do you say to yourself at that moment so that you would not give it up?
G.M.F: Ehm, it doesn’t matter, let’s move on..eh..i try to remember my mistake so that I would never do it again. Eh, I will
continue..eh..and I will continue and it will not demotivate it, on the contrary it will encourage me. It doesn’t matter if I made a mistake, it’s
better to move on, so it’s alright.
RE: Do you often pay compliments to yourself when you do something good?
G.M.F: If I do something right…yeah.. however I will still encourage myself even if I do something wrong. At least I will say to myself that
I tried at least. When I do something right ..i will say to myself..ah, well. Bravo or something like this. I will try to encourage myself so that
I will move on with my progress..i will say to myself: “Good Good, now that I made it, let’s move on to the next one”. As far as English..as
far as the other lessons at school..OK, I was not as good as in English.
RE: Hm..
G.M.F: That’s it.
RE: Do you reward yourself when you achieve something?
G.M.F: Eh..yeah..when my family members say many positive comments about me. In this way I don’t know..
RE: So what about you? Do you reward yourself when you achieve something good?
G.M.F: Yeah, I used to become more confident as it was giving me..I used to become more confident every time I was moving on to the
next level. In this way I was feeling rewarded. This was my reward.
RE: Aha, were you also doing something else except for this? I mean..i don’t know..a present maybe?
G.M.F: To go out for shopping maybe..
RE: Haha, I don’t know..
G.M.F: Em, yeah I would go out to drink a coffee maybe because I would feel very happy or I would try to achieve even more things so
that I could improve myself.
RE: Mm..Can you read the signs on your body that would betray your emotional state? Mainly..
- 106 -
G.M.F: Movements?
RE: Εm..symptoms.
G.M.F: Of stress?
RE:Mm...
G.M.F: When I get stressed..eh..i feel stressed and I might start doing some clumsy movements, I might play with my fingers or something
like that, yeah, I noticed it sometimes. Or sometimes when I feel so stressed I have a comb on my stomach. Eh, I try to calm down, I try to
calm down..when I feel happy, yeah I have a big smile or when I cannot..basically, this is what happens. I have many symptoms on my body
such as my fingers with witch I play, as I said before..when..eh..i play with my fingers when I don’t..eh..I don’t feel comfortable with the
environment or a conversation or something like this..
RE: Mm..Do you keep a list in which you would jot down your everydays’ emotional state?
G.M.F: In the older times I used to do it..but..my emotional state?
RE: Yeah, to write: today I was OK happy, tomorrow..
G.M.F: Lately I have been doing this mentally..When I was a little younger, yes, when I was still..even during my University studies. yeah I
was doing this..i used to keep a diary, sometimes..eh..i was doing this, yeah sometimes I must say, and everyday but not anymore. I try to
keep it in my mind now.
RE: During your learning of English do you share your feelings with your fellow mates?
G.M.F: The..eh..my feelings regarding the lesson?
RE: Yeah, the lesson, your studying...
G.M.F: Eh, yeah..i was doing this..you mean during the process of learning English? I was doing this sometimes after..after the lesson..
RE:Aha, after the lesson.
G.M.F: Yeah after the lesson, when me and my friends were outside the class I used to say.. excellent, we were excellent during the class, or
when we were sitting an exam I used to ask my fellow mates “How was it?”. Lately I can’t say I am doing this because I stopped my classes
of English recently but yeah, I used to do this or during the process of learning I used to say..uff..it’s so difficult, I was commenting on that,
I was doing this.
RE: Hm, do you think that it’s rude to ask questions to your teachers if you didn’t get something?
G.M.F: No.
RE: Why?
G.M.F: Because I think that a teacher is supposed to help the students to understand. I guess this is his/ her job. S/He must help you to move
on and understand things you do not understand at first place on a particular moment no matter how many times..how many times you ask
the same question to your teacher you have to ask or else you will never learn. This is part of the teacher’s job anyway; helping you to
understand.
RE: Did you ask questions to your fellow mates?
G.M.F: When I had no chance to meet my teachers or there was no way to have them beside me, yeah I used to ask some of my fellow
mates if they understood something I didn’t or and depending on the situation I used to help them as well. Eh..we used to have conversations
together and I must say that our teachers helped in that as I used to have two wonderful teachers in two different stages of my life or maybe
three, including the University lecturer. They used to show understanding on everything we didn’t know.
RE: H, was It the same both in the private and the public school?
G.M.F: Yeah, yeah in both.
RE:Good, Good. Eh, did you feel annoyed when others were trying to correct you while you were speaking in English?
G.M.F: Yeah..i wanted people to leave me free to speak, I wanted to finish what I wanted to say and then if something was wrong, maybe
something I said..if it was wrong, eh.. I think that others could very well raise their hand..or wait for the teacher to take action. I was feeling
- 107 -
annoyed when they corrected my English whileI was speaking because it interrupted the sequence of my thoughts. I was feeling terribly
annoyed.
RE: Εh, did you like to collaborate with others so that you could make a groupwork?
G.M.F: Depending on the people who participate..if they reallty want to participate or not. Because sometimes they don’t ..they don’t have
the willingness to participate, or..i didn’t like when they were leaving everything on me. For..For example I like to collaborate with others,
as I am learning new things together with others, I can see that there is this type of communication between each other but still it’s up to the
other’s own will to participate.
RE: So what if they are not willing to participate? Would you still prefer to do a groupwork knowing that you will end up doing everything?
G.M.F: If I wouldn’t have any other chance..but I would prefer some people that I could collaborate easily. I mean, I wouldn’t like to see
anyone being lazy not doing anything. But if there might be a chance for me to work on my own, then I would rather work on my own.
RE: So, would you prefer to work on your won..if you were to decide between working with others or on your own?
G.M.FQ You mean if I would prefer to count on my own potency or others’?
RE: No, I mean if you had to choose between doing a group work where you would end up doing the majority of the work and working on
your own. What would you prefer to do?
G.M.F: To work on my own..maybe..i believe I would have better outcome if I would count on myself instead of collaborating with others
that would have no will to contribute to anything. Eh, I would really prefer working on my own.
RE:Eh, when you are learning English are you interested to learn the language or you are interested to get to know the English culture?
G.M.F: Well, I am interested to get to know both the English language and culture. For example I really wish it could be possible to learn
English earlier and get to know the English culture more in depth. For example, my teachers at secondary school tried to introduce me the
English culture which was something really adorable because we went to the UK for about a week and they didn’t lock us into a school just
to learn the language but they showed us around in places such as the British Museum, Planetarium, various other museums, historical
places..even..St.Paul’s Cathedral. They took us to many places and yeah, I could associate them with something, yeah, the English language,
I wouldn’t like to get to know only one part of it (culture or language).
RE: Would you like to collaborate with English people even if there might be some problems while trying to communicate?
G.M.F: Mmm..yeah, I would like it because even if I might have to face the language barrier, I guess it would be a good idea. It’s something
that I haven’t done so far and I would like to get to know the people and see their manners, their lifestyle, I would like to do it, yeah.
RE:Do you think that you are capable of understanding the emotions of the others even if you do not know the language they speak?
G.M.F: Sometimes you can understand others even from the expressions that their face takes. You might not..not know the language they
speak but at least I guess you can understand if they are sad or happy. I think that the facial expressions of the others can betray some of our
thoughts. I think that I would be able to, I would be able to understand the basics..i might not be able to understand what s/he was trying to
say, but at least I could be able to understand if s/he is happy or sad. Yeah, I could understand his/her feelings.
RE: Εh, how did you manage to develop this technique of understanding others around you?
G.M.F: Well, there might be a case when I could not understand perfectly well. But, yeah, I would look at them straight in the eye and I
would try to figure out what they would try to tell me. There would be no case to ignore them..eh..and from the expressions of their face I
could see if they are happy or sad and I would try to find any means available to communicate with them especially if they looked sad.
RE: During your classes of English did it happen to study together with students of the opposite gender?
G.M.F: Yeah, I used to study with males as well..the majority of the times.
RE: Would you prefer a class consisting of members of the same gander?
G.M.F: Mmm..no..well, I wouldn’t have any problem..
RE: Why?
G.M.F: Well, I wouldn’t’t mind but still I have no problem to be in the same class with members of the opposite gender..
RE: Why? Could you please explain me the reason in each case?
- 108 -
G.M.F: With girls, we are the same gender..and for me it would be..the same, I mean I would look upon everyone in the same way weather
boys or girls.
RE: Aha,
G.M.F: I think I would look upon them in the same way..
RE: So you wouldn’t mind..
G.M.F: No, I wouldn’t mind.
RE: Do you think that the educational system in Greece would have affected you in in the Language Learning Strategies you prefer to use?
G.M.F: Can you give me an example?
RE: In the Greek educational system there is..You know the Greek educational system.
G.M.F: Yeah.
RE: So do you think you have been influenced by the Greek Educational system? G.M.F: You mean positively or negatively?
RE: I mean..as far as the Language Learning Strategies are concerned. Do you think that the educational system has affected you in a way?
G.M.F: Eh, I was influenced by my teachers by I don’t think that the system is the same everywhere, I think I was very lucky because my
teachers were eager to teach you the right and not the wrong. I liked my first teacher that was obsessed with us being correct in everything.
She didn’t want half finished jobs. Maybe the educational system here in Greece might be a lot different, but I must say that my two teachers
who travelled abroad many times to study there, eh.. they had a different mentality..from other civilizations..so they were a positive
influence in my life. As far as the Greek educational system is concerned I must say that it might have influenced me negatively as far as the
teaching of English is concerned..
RE: Can you please tell me something about it? What did your teachers do that affected you positively?
G.M.F: Well, they were giving me the incentive to try more. They urged me to start thinking that I should gain pleasure from studying rather
than feel tired. They were making me feel happy. Both of the teachers I used to have were trying to find so many ways so that we wouldn’t
feel reserved during the classes. They were using movies, pictures, clips, eh, they were inviting us to consider our study as entertainment and
not an obligation.
RE: Hm, I feel that you look upon the educational system in Greece in a negative way, why?
G.M.F: Eh, the Greek system..well..most of the times we enter into the process of learning something just to pass an exam.
RE: Do you refer to English language teaching as well?
G.M.F: Including English. For example my teachers at school not at university were a lot different from the ones in the public school. In the
public school they only delivered the lesson and without caring too much. They wouldn’t’t..try to would not teach us English in depth... In
the secondary school.. in secondary school one of the teachers was a good one, whereas the other ones did not really want to teach us. Well,
it depends on the people. As far as English language teaching is concerned.. the way of teaching is not as good at public schools as in
private schools..Eh..
RE: What do you mean exactly?
G.M.F: Well the majority of the private teachers are more willing to teach you. At least as far as I know..even you..yeah. They are willing,
and they enjoy what they are doing, they don’t simply consider teaching as a kind of job. Here in Greece the courses we had at the public
school, even English language classes ended up being an obligation just to pass an exam. For example one of our teachers used to read texts
in English in class just to spend his time in class. It was obvious that he was not happy to be teaching English to us. The only time I felt
happy as a learner of English was when I went with my school in the educational trip to the UK. Over there I felt over the moon.. I walked
away from the limits of the Greek educational system and I adopted a new perception about English language.
RE: Do you think that your gender might have been one of the reasons why you decided to use more Language Learning Strategies
compared to members of the opposite gender?
G.M.F: What do you mean?
RE: Maybe the fact that you are a girl, a woman, em, is it the reason why you are using more strategies compared to boys?
- 109 -
G.M.F: Em, most of the boys I used to have in class did not..did not really try to participate as much. It was the girls who participated most
of the times. It might be true that this is the reality without undermining one of the two genders, however it’s true that males were not as
willing as females. Maybe we were looking at English language classes in a different point of view..yeah, or else..yeah, or else without
intending to undermine them, the majority of the male fellow students didn’t try to use any technique to learn more.
RE: Do you think that you were trying more than males did because of your gender?
G.M.F: Em..when I was..
RE: I mean because you are a woman..
G.M.F: No, I didn’t want to make any exceptions because I think that it’s up to each person’s willingness to participate or not. I think it’s up
to everyone, however in the majority of the classes I observed that boys were not as willing to give it a try as me and me female classmates
were. Eh, as far as my gender is concerned..it might be a reason. I think that sometimes women are more willing to participate in classes
and learn more things than men. I suppose that men are more keen on more practical subjects.
RE: So, tell me why did you decide to learn English?
G.M.F: The reason? At the very beginning my family explained me that I should have some basic knowledge of English language in order to
cope with the current needs. Another reason was my opinion that I should broaden my horizons as far as learning is concerned. In a way I
did not look upon my learning of English as an obligation. On the contrary it was my pleasure to study English. I was feeling really happy. I
liked it when I was learning so many new things about something..some..some other nations..later I realized that I could manage a
conversation with foreigners and have a great time with them..eh..well I must say that my parents urged me towards doing this..they sent me
in an English Language School but later on I realized myself that I really wanted to go to this school and I could manage to reach higher
levels of English language and understand English speakers a lot better. I think these were the reasons why I decided to learn English.
RE: Do you think that your classmates influenced you on the Language Learning Strategies selection?
G.M.F: Yeah, when I left home where I was directly influenced from my parents in everything I used to do, I came over here to study in the
University. So during my studies in the English Language School I used to invent new and innovative ways and strategies of language
learning together with my teacher of English and my best friend. Back then, we were preparing ourselves to sit exams in English and tried
hard to improve ourselves and our language performance. For example we used to speak in English all the time..eh..because we wanted to
practice our speaking skills. Eh, I must say that my friend was a big influence on me because she was the one who came up with the idea
that we could use language learning strategies in order to improve our performance in English.
RE: Hm, Do you think that your knowledge of English is an advantage for you?
G.M.F: Yeah, of course because you do not remain on the same level..Simply it’s nice to have broadened knowledge so that you could be
able to observe the cultures of other nations, to go somewhere abroad for sightseeing, to see their mentality which might be different from
ours ..I must say that by knowing English I can achieve this, yeah I can achieve this.
RE: Hm, thank you so much for your time.
Appendix H: Translated interview of the male participant: M.M.M.
M.M.M: Yeah.
RE: Did your teachers help you to develop your Language Learning Strategies?
M.M.M: Look..as far as English Language Learning is concerned..I must say that we didn’t have proper classes at school at school because
we didn’t have a teacher of English. We used to have a French teacher instead, eh..who..OK, no.. strategies were normally on the book I
think..we didn’t do any special class on this.
RE: I mean, did anyone suggest you to use some techniques in order to improve yourself?
M.M.M: No, no.
RE: Em, when you are trying to learn a new word,
M.M.M: Yeah
RE: Do you tend to create word families into your mind?
- 110 -
M.M.M: No.
RE: Did anybody suggest you to do that but simply you did not follow that?
M.M.M: No, nobody suggested me to do that.
RE: When you are trying to learn something,
M.M.M: Yeah
RE: Do you often try to associate English with Greek?
M.M.M: Eh..yes, yes.
RE: Did you often do this with every new word you were learning?
M.M.M: No, not always, depending.
RE: Eh..you mean depending on the meaning of the word or the way its pronounced?
M.M.M: Well, sometime it depended on the way it’s pronounced.
RE: Its pronunciation, aha.
M.M.M: Its pronunciation.
RE: Eh, was it relatively easy to learn words such as “Fast food”, “super market”, “radio”?
M.M.M: Eh, these words are easy.
RE: Why is it easy?
M.M.M: Well, because we are using those words in..in Greece, that’s why.
RE: So, I guess it was relatively easy for you to learn the very basics?
M.M.M: I guess that it’s relatively easy for everyone.
RE: What about images? Do you normally try to bring images in your brain when you are trying to learn?
M.M.M: Yeah.
RE: So do you think it helps you?
M.M.M: No.
RE: To understand what I mean, when you are trying to remember the word for book, do you try to actually think of a book?
M.M.M: Tell me..
RE: Let’s say that you were learning a new word did you try to bring a picture of it in your mind?
M.M.M: No, I don’t think so.
RE: Did you use acronyms in order to remember better?
M.M.M: No. Όχι
RE: Did anybody advise you to use this technique of acronyms but..
M.M.M: No.
RE: When you are trying to learn a new word,
M.M.M: Yeah.
- 111 -
RE: Do you often try to remember it photographically?
M.M.M: Yeah, yeah, this.
RE: So you remember the way something is written?
M.M.M: Yeah, yeah.
RE: What about its meaning? Do you tend to remember it as a picture?
M.M.M: I try to learn everything prohographically.
RE: What do you mean by saying that?
M.M.M: I mean, if I see a word on a text then I can fully remember the whole or part of the text together with the meaning of the word. I
mean, I try to remember, each time I see a word I try to remember the text that I saw it for the first time, which might have a relative
meaning with the text.
RE: Aha,
M.M.M: That’s it.
RE: Eh, when you are trying to remember a sonorous word such as the word “bell”.
M.M.M: Which one?
RE: “Bell”
M.M.M: Yeah.
RE: So, when you were trying to remember this word, did you try to think of the sound of the bell?
M.M.M: Eh, no, no.
RE: No, ah..did anyone teach you to think in this way or you, yourself…
M.M.M: No, actually they didn’t teach us ways of thinking.
RE: Aha, do you often try to imagine situations where the new vocabulary could be used?
M.M.M: Eh, no..no.
RE: Eh, did anyone teach you…this technique but you simply did not want to follow it?
M.M.M: In certain cases?
RE: Mmm,
M.M.M: Yeah, they told me to use this as an incentive..
RE: Aha,
M.M.M: Yeah.
RE: But you don’t really seem to want to do it yourself. Was it your own choice to..
M.M.M: OK, it was an interesting incentive..
RE: Aha,
M.M.M: But, no, I wouldn’t do it.
RE: So, it’s a matter of choice..
M.M.M: Yeah.
- 112 -
RE: Ah, did you make up verses or songs that could help you remember better the meaning of a word according to the rhyme?
M.M.M: No.
RE: I think..I guess you weren’t taught something like this at school, right?
M.M.M: No.
RE: No..Did you draw maps or plans which would include one word in the middle and other similar words around it?
M.M.M: No.
RE: Didn’t you do this at school?
M.M.M: No, in the village I used to live in we didn’t have these..OK, we used to have only one book; that’s all we had.
RE: You mean, did they have exercises…such as fill in the blanks and..
M.M.M: Yeah, things like these.
RE: Aah..
M.M.M: Multiple choice and things like that.
RE: Do you often use your knowledge of Greek to remember some English words that might not mean something similar in Greek however
they sound similar?
M.M.M: Yeah.
RE: Mm, did you develop this technique on your own or did anybody teach you that?
M.M.M: I developed it myself.
RE: Yourself, aha. Do you remember yourself trying to represent the meaning of a word, something like theatre play?
M.M.M: No.
RE: Did anybody teach you this technique and you simply didn’t want to follow it?
M.M.M: No, nobody taught me that.
RE: Nobody..did you keep your notes in a notebook?
M.M.M: No.
RE: No.
M.M.M: This is one of the things they used to suggest me but I didn’t want to do.
RE: Eh, you didn’t keep your notes even in the book?
M.M.M: You mean, the meaning of the words? Well, I was noting that.
RE: Did you note the meaning of the unknown words over them? Did you draw an arrow?
M.M.M: ..yes.
RE: Did you keep your notes because your teachers asked you yo or because you wanted to do it yourself ?
M.M.M: No, I wanted to do it for myself.
RE: Em, can you tell me how you organized your notes which were kept on your books? Did they have any structure?
M.M.M: No, usually during the classes, eh, when I heard of a word that I didn’t know, I was keeping a note of it on the book..if I didn’t
know another one then I was keeping another note on the book. That’s how I used to work.
- 113 -
RE: What about grammar learning?
M.M.M: Well, as far as grammar is concerned I must say that I didn’t like studying this part very much, but OK, I was trying to remember
everything photographically like I used to do with the other parts of the language learning.
RE: Hm, photographically. Do you often review the new material you were taught in English?
M.M.M: No.
RE: Did you often review the material you were taught because it happened to sit an exam or a test?
M.M.M: Generally speaking I didn’t study a lot but when it happened to sit a test..then yeah I was doing it in some cases.
RE: Some..
M.M.M: Yeah..
RE: Did you often keep notes?
M.M.M: What kind of notes?
RE: Sorry.. wrong question.. when you were studying English did you focus on the area you were interested in or you used to study every
single detail thinking it’s useful for you?
M.M.M: No, I used to focus my attention on the point I was mostly interested in.
RE: So you used to pay attention on the main points I guess.
M.M.M: Yeah.
RE: I think on the points you considered as important..Did anyone teach you how to act like that?
M.M.M: No, I could say I managed to do it myself.
RE: Did you manage to develop this technique through certain tasks or exercise? To look for..
M.M.M: Yeah.
RE: Hm, so before listening to something..or reading a text, did you know the reason why the reason why you were entering into this
process to either read or listen or you used to read/listen and then wait for the follow up task to come?
M.M.M: I didn’t get it..
RE: Μ..
M.M.M:Are you talking about a text?
RE: Yeah, let’s say that you have a text for the reading part.
M.M.M: Yeah,
RE: Εh, did you read the text initially and then you were waiting for the task?
M.M.M: No, I used to study the task at first place and then I was moving on to the text.
RE: As far as listening is concerned..did you used to do the same? I mean, did you usually read the follow up questions before listening?
M.M.M: No, I used to listen first ..
RE: So, I guess you firstly listened to the recording and then you filled in the blanks?
M.M.M: ..i was even doing this at the same time..
RE: Ah, at the same time..Aha, before.. did you develop this technique in your classes at school?..Maybe through your teachers’
contribution..did you manage to do it yourself?
- 114 -
M.M.M: I developed this skill myself.
RE: Did you try to associate text with your own personal experiences before reading it?
M.M.M: I can’t say I used to do it before. I might have been doing this subconsciously, OK.
RE: Well, if it’s relevant with you and your life..
M.M.M: Yeah, OK this might happen depending on the text. It might not only occur to a foreign text.
RE: So, does this help you to associate it with you?
M.M.M: You mean if I could be able to comprehend the text better? I think yeah, I would.
RE: Why?
M.M.M: Because it might be a topic that might be familiar with you, so it might be easier to understand this.
RE: Do you think you are able to use the English words immediately after seeing them for the first time or finding out its meaning?
M.M.M: Yeah.
RE:Eh, how did you develop this technique?
M.M.M: Well, I am self taught.
RE: Self taught. Did your teachers teach you this technique?
M.M.M: To use the words I am learning?
RE: Mm..
M.M.M: I wouldn’t say no. I mean, we might be talking in English but no, there would be no case to press myself to use the new word just
for the sake of using it. I am using the new words after learning them and only in cases when I really need to use them.
RE: So what happened when you were learning the new word? Was it relatively easy to put it into a sentence, in other words did you try to
use it after learning its meaning?
M.M.M: Yeah.
RE: Πιστεύεις ότι η Αγγλική γλώσσα είναι ένα σύστημα ή μια λίστα κανόνων;
M.M.M: I think it’s a system.
RE: Why do you think so?
M.M.M: Why do I think it’s a system? Because language itself is relative in nature.
RE: Do you think that English as a language..the English you are learning..
M.M.M: Yeah.
RE: Did you accept the new language items you were learning as a system which you should follow or a list of rules which could break a
conversation if you would not follow the rules?
M.M.M: Is it a general question about English language overall?
RE: As far as you are concerned, as a student..how did you perceive it?
M.M.M: Eh, maybe as a system, I don’t know.
RE: As a system? Why?
M.M.M:As a system, eh, because language is not only..language is not only rules, that’s why. No language is only rules..every language has
its own..conceptualization? It’s unique features and you can’t look at it from one side only.
- 115 -
RE: When you are trying to learn words or grammar, do you consider them as parts of one system in which you are always adding parts?
M.M.M: I think yeah.
RE: But can you tell me what happened in you? Did you look at them as parts of a system or as rules?
M.M.M: No, like a puzzle which you had to fill in..
RE:Hm, I like your example with the puzzle.
RE: Eh, are you aware of the conditions that help you to concentrate better in your studying of English?
M.M.M: Yeah, the conditions under which I can study should always be the same.
RE: What do you mean by saying that? Can you please tell me under which circumstances is it possible for you to concentrate on your
studying of English?
M.M.M:Eh, I don’t have any particular problem, I mean, noise is always destructing me. Especially when you are at home together with
many members of your family and..OK, I am used to, but generally speaking..i can concentrate when there is silence but together with other
people who are studying at the same time; generally speaking I can concentrate a lot better like this.
RE: Can you tell me more about.. silence but you are studying together with other people?
M.M.M: Yeah, sure..something like the library over here, yeah, OK, not too much silence together with other people who are studying. I
hope you got me now..It has to do with my psychological part.
RE: Do you often programme what you have to study? Do you plan when you want it to be ready?
M.M.M: Mmm, I don’t think in this way, I study in an unorganized way, totally instinctively. It depends to how I feel like.
RE: Did you arrange instinctively the next days’ reading? Or, next week’s, month’s?
M.M.M: Only next day’s reading.
RE: Ok, so only next day’s.
M.M.M: Yeah.
RE: Did anybody help you to put a programme in your reading?
M.M.M: Yeah, I was helped in it by others but I didn’t want to follow it.
RE: By whom?
M.M.M: From..from my teacher of English from the private school.
RE: Did s/he advise you on how to organize your reading?
M.M.M: Yeah, s/he was advising me on how to use my time and things like that..but I didn’t follow any of her advices.
RE: Why? Do you think that this technique is not working with you?
M.M.M: Yeah, it wasn’t working. I preferred to be doing everything instinctively.
RE: Hm, before studying a text or listening to a dialogue, did you make sure you already know the topic it’s going to be mentioned?
M.M.M: Eh, if it has a title, maybe yeah.
RE: Basically, you were firstly looking at the title and then..
M.M.M: And I could make out what it is about more or less…
RE: Hm, did you learn this technique alone?
M.M.M: Yes.
- 116 -
RE: Did anybody help you in that?
M.M.M: No, I learnt it myself.
RE: Yourself? What about when you were writing a letter as a homework?
ΜΜ: Yeah..
RE:Can you describe me the process you were going through when you were about to write it down? Let us say that you had the sentences
right in front of you..
M.M.M: Yes.
RE: So what were you doing?
M.M.M: Well, I was starting from the beginning and I was reaching the end.
RE: What do you mean exactly?
M.M.M: I was just writing it.. I didn’t keep..this..is this what you are trying to ask me? I didn’t write a plan, keep notes or something like
that.
RE: So you were not writing up a plan of the writing task?
M.M.M: No.
RE: Eh..
M.M.M: I wasn’t even doing this in the writing tasks in Greek, OK.
RE: Ah, so generally speaking you avoided writing a plan.
M.M.M: No, I wasn’t making a plan.
RE: Eh, did you underline? Did you number?
M.M.M: No.
RE: Aha, did you draw a plan in your brain so that you will know before writing the points that you are going to mention?
M.M.M: Yeah, sometimes, yeah.
RE: Did you just have only an idea about what you were going to write?
M.M.M: As far as the plan is concerned, I think, eh, I had in my mind a plan of what should the text I would write include. Then, while
writing I was thinking of the points I should mention.
RE: So, as far as I can understand, you avoided writing up the points you would mention.
M.M.M: Yeah.
RE: Eh,
M.M.M: Or I might think of them while writing, OK.
RE: Did you think of the available vocabulary so that you would adjust what you would write?
M.M.M: Eh, I wasn’t thinking of a word that I should use just for the sake of using them..i was writing whatever I was thinking of..i mean, I
wouldn’t use a more complicated word just to use it.
RE: Basically, that..
M.M.M: Or sometimes I was firstly thinking of what I would write and then I was thinking of the words I would use.
RE: Hm, very good!
- 117 -
M.M.M: Yeah.
RE: Is it relatively easy for you to find out your own mistakes when you are writing something in English?
M.M.M: You mean..yeah..on the spot?
RE: Hm..
M.M.M: If I find a mistake on the spot, I might correct it..if I find it out.
RE: So, you correct it?
M.M.M: Yeah.
RE:As far as the oral speech? What happens when you make a mistake while speaking in English?
M.M.M: I would..eh..i would let it go and I would continue speaking.
RE: So you don’t normally correct yourself when you speak in English?
M.M.M: No.
RE: As far as written speech is concerned?
Μ.Μ. M: As far as my written speech is concerned, yeah..I go back and I try to correct my mistake.
RE: Hm, does this happen regularly? Does it happen particularly when you are writing a task?
M.M.M: You mean the mistakes?
RE: No, I mean you correcting yourself..do you do it often?
M.M.M: Whenever I realize a mistake of mine.
RE: Mm..
M.M.M: Yeah..i tend to correct them.
RE: Hm.
M.M.M: Whenever I understand my mistake..
RE: Did you keep a record of your results on tests or tasks?
M.M.M: No.
RE: ..just to find out if you improved yourself or not?
M.M.M: No.
RE: Hm, did anybody advice you to do this but you simply didn’t want to follow it?
M.M.M: No. Nobody actually advised me.
RE: Are you aware when you are stressed?
M.M.M: Yes.
RE: How?
M.M.M: OK, I just know this..it’s stress.
RE: What do you mean? Do you have any symptoms on your body?
M.M.M: Eh, usually I want smoke..
- 118 -
RE: Eh, do you often try to do something to eliminate this?
M.M.M: You mean, smoking?
RE: No, I mean, your stress.
M.M.M: Yeah, I tend to smoke..
RE: So, do you smoke?
M.M.M: No..i want to..no,no..generally speaking I do not tend to feel a lot stressed.
RE: Mm..
M.M.M: So.. I don’t need to adopt any particular technique to correct it..
RE: Mmm..eh, did you normally raise your hand during your English classes?
M.M.M: You mean at school?
RE: Yeah, even at the private school..
M.M.M: Mm..
RE: Did you attend courses of English in a private school?
M.M.M: Yeah, I used to go.
RE: Mm..
M.M.M: I learnt English over there.
RE: You learnt English over there..what do you mean?
M.M.M: I mean, I learnt English.
RE: You mean that you weren’t taught English at school?
M.M.M: Eh, I attended classes of English when I was at primary school for three years only.
RE: At primary school?
M.M.M: We didn’t have a teacher.
RE: So, at least you learnt English in the secondary school, right?
M.M.M: During my studies at secondary school..i was already going at a private English school since the age of eight years old, so when I
was at the secondary school the level of English they used to teach was as easy as ABC, so..
RE: Aah..
M.M.M: So the school had no other reason to exist.
RE: During your classes at both the public and private school did you usually raise your hand?
M.M.M: Yeah, I had to. We were only four students..
RE: You mean in the private school?
M.M.M: Eh, yeah.
RE: Weren’t you afraid of your fellow mates making fun of you?
M.M.M: We were only four students and all of them were worse students than I was. No, honestly, they were worse students than I was.
RE: During your studies at the public school which would of course consist of more than four students?
- 119 -
M.M.M: Eh, no I didn’t have a problem because the level was very low..
RE: Did you raise your hand?
M.M.M:Yeah, I did.
RE: Really? Weren’t you afraid of your fellow mates making fun of you sometimes?
M.M.M: No.
RE: Maybe because your level of English was higher compared to your fellow students’?
M.M.M: Εh, yeah.
RE: What happened in case you were mistaken or you uttered something wrong or irrelevant?
M.M.M: Yeah.
RE: Did you feel bad with yourself?
M.M.M: No, I don’t think so.
RE: Do you normally pay compliments to yourself?
M.M.M: Something like..oh, I am the best? As far as English is concerned?
RE: Yeah..as far your reading is concerned..your progress..do you often pay compliments to yourself?
M.M.M: No, I never pay compliments to myself..
RE: Do you often reward yourself after a big success?
M.M.M: Yeah,
RE: What do you often do to reward yourself?
M.M.M: What do I do? Well, I might eat something better than the other days, things like that..everyday things..
RE: Can you please tell me more?
M.M.M:Yeah..
RE: So, it’s food, what else?
M.M.M: Eh, food, or maybe better cigarettes from the ones I normally smoke..
RE: Aha.
M.M.M: E, everyday things..not something very special..
RE: Can you recognize symptoms on your body that betray your emotional state?
M.M.M: No, I don’t normally tremble or something like that..no.
RE: Um, do you keep an everyday list…
M.M.M: Uh, maybe yeah, maybe yeah..
RE: Aha, can you tell me some more?
M.M.M: Well when I am stressed, my eye goes like this..
RE: So, does it close?
M.M.M: Yeah, when I am very stressed..
- 120 -
RE: One of the two eyes or both?
M.M.M: No, one of them.
RE: The left one?
M.M.M: Yeah.
RE: Mmm.. does this happen because of exhaustion after reading too much?
M.M.M: Maybe because of exhaustion or stress or maybe all of them.
RE: Do you keep a list where you could take down your everyday emotional state, something like keeping a diary?
M.M.M: No.
RE: Do you like sharing your feelings with the rest of your class while you are studying English?
M.M.M: Yeah, yeah.
RE: Do you think it’s a shame to ask your teachers things you didn’t understand very well?
M.M.M: No.
RE: Why?
M.M.M: Because we are paying them.
RE: Hm,
M.M.M: So..
RE: So what?
M.M.M: So they have the obligation to answer to my questions.
RE: Do you ask your fellow students in case you didn’t understand something very well?
M.M.M: Yeah.
RE: Does this help?
M.M.M: Eh, it helps in some cases, yeah.
RE: Do you think that it helps you more when you ask your teachers or your fellow students?
M.M.M: My teachers, OK.
RE: Hm.
M.M.M: They know better how to..
RE: And what about you? Weren’t you afraid of being made fun of?
M.M.M: No, I would never ask something irrelevant..i would ask..I would make a..difficult question..i don’t know..
RE: Would you feel uncomfortable if others would correct you while you are speaking?
M.M.M: Eh, yeah..I was annoyed, if they corrected me, yeah I could feel annoyed.
RE: Were you annoyed by the manner or..
M.M.M: By the manner. If it was benevolent I would not feel annoyed.. If the purpose is bad and..it’s annoying OK, you know how it feels.
RE: Do you prefer people to correct you at the end or during your production of English sentences?
- 121 -
M.M.M: During the production of English sentences.
RE: Do you like to collaborate with other so that you could produce a groupwork?
M.M.M: Yeah, it’s ok.
RE: Even if you would end up doing all the hard work?
M.M.M:Eh, how am I going to do all the hard work?
RE: Maybe the others might just feel lazy..
M.M.M: yeah..
RE: And you might end up having to do all the work at the end..
M.M.M: I could do it.
RE: So, you wouldn’t care if you work more than the others?
M.M.M: No.
RE: Do you like collaborating with English speakers even if you have problems while communicating?
M.M.M: Well it didn’t happen to be before, so..
RE: Aha,
M.M.M: I don’t know.
RE: Would you actually try to do it anyway?
M.M.M: Yeah, I wouldn’t mind..
RE: Do you think it would help you improve your English?
M.M.M: Of course, yeah.
RE: So when you learn English you are interested about the language or you do it to learn the English culture?
M.M.M: I am interested to know the language.
RE: But why only the language?
M.M.M: Eh, that’s the reason why you start learning English, the culture is something that might come later.
RE: What do you mean exactly?
M.M.M: I mean, you can learn the English culture gradually anyway, however this is not your first aim; your first goal is to learn the
language.
RE: Do you think that you can really understand other people’s feelings even if you don’t know the language they speak?
M.M.M: Yeah.
RE: How..how did you manage to do that?
M.M.M: By examining the body language..things like that..maybe the eyes..
RE: Mm..
M.M.M: Something like poker.
RE: Εh?
M.M.M: It’s something like poker.
- 122 -
RE: During the classes of English did it happen to study together with classmates of the opposite sex?
M.M.M: Yeah.
RE: Would you prefer a single gender class?
M.M.M: No.
RE: Why?
M.M.M: Eh, it’s better if there are females as well.
RE: Why?
M.M.M: Εh, just not to feel bored.
RE: What do you mean by saying that?
M.M.M: Not for..teaching purposes..i want them there just to be there.
RE: Can you tell me more about it?..you mentioned that you want them just to be there?
M.M.M: Yeah, OK if there are many males you can have some fun together and things like that but the you can still make fun of the girls in
the class.
RE: So you want to be together with females because you want to make fun of them?
M.M.M: Yeah..or to copy the homework..
RE: To copy the homework?
M.M.M: Because girls are better students.
RE: Why are they better students?
M.M.M: Εh..
RE: Why do you think that females are better students?
M.M.M: Sometimes..it’s statistically proven..that girls are better students.
RE:You mean, is there research on this or you just observed it yourself?
M.M.M: No, I just observed my class..
RE:Aha.
M.M.M: Basically, a female is a better student.
RE: Do you think that the educational system in Greece might have influenced the strategies you prefer to use to learn English?
M.M.M: Yeah, because..
RE: In what way?
M.M.M: Eh, because the teaching at school is not the best.
RE: Can you tell me a few things about it?
M.M.M: You are obliged..students are obliged to develop methods on their own.
RE: Can you tell me what to world does which does not help you?
M.M.M: It has a lot to do with the teacher..but normally it is..for example they don’t segregate the levels..i mean they put the ones who
know with the ones who don’t know how to speak in English..
- 123 -
RE: Do we speak about the public schools?
M.M.M: I’m talking about the public schools, yeah. You might be in a class of the same level with you or in other cases you might start
English at a certain level whether you know English or now. You will have to learn English from the start..In this way you start feeling
bored..but there are so many people in the class that the teacher cannot stay focused on every single student.. We also used to work with an
exercise book.
RE: How many students are you in the class?
M.M.M: OK, it’s not as bad but there were about twenty-twenty five students..e..we had only one coursebook full of exercises..which you
had to work out..there was no time for questions that we would like to ask to the teacher. There classes were not enough.
RE: Two or three times maybe?
M.M.M: As far as I can remember it was three hours per week.
RE: Aha.
M.M.M: So you need to start developing strategies on your own.
RE: So in a way you feel alone in this situation?
M.M.M: Yeah..yeah.. that’s the reason why preparatory schools exist..OK
RE: Do you think that the preparatory schools helped you in a way?
M.M.M: In the preparatory schools yeah. The preparatory school..for these reasons because we are a few students the teacher can answer to
your questions..the lesson is based on your own level and some few two or three students, so..
RE:Hm,
M.M.M: It is more organized..it’s easier to to work like this..
RE:As far as the strategies is concerned, I mean the way you learn.
M.M.M: Yeah.
RE: Do you think that the educational system influenced you? I mean the exams system, eh.. do you think it influenced your way of
thought?
M.M.M:Yes, Eh, as I told you before there were a few..nobody told me which method to follow, so I had to be alone..to think. But I used to
live in a province where a few people lived in..i mean maybe here things are different.I don’t know.
RE: Eh, so how can you relate it to the system?
M.M.M: Εh, maybe the system is better..i don’t know..
RE: which?
M.M.M: The system, maybe the..the teacher go abroad and have done MA degrees..i don’t know..it might be a better level. If you talk about
province areas, e..anyone can open a language school in a province area; it doesn’t have to do with his/her studies.
RE: Do you think that the way you learn English might be influenced by the examination system?
M.M.M: yeah, of course.
RE: of the tests..or..
M.M.M: Eh, yes of course, I am influenced by the exams..
RE: Can you tell me more about this?
M.M.M:You are learning something having the same feeling, in other words, the only..eh..the only method that you follow and the only
thing you do is to pass an exam and not to learn the language itself..
RE: Aha.
- 124 -
M.M.M: So the point is to get a certificate. So..
RE: Did it influence you to learn how to think?
M.M.M: yeah.
RE: Maybe to get the certificate?
M.M.M: Yeah.
RE: Eh, do you think that your classmates have influenced your choice of language learning strategies to learn English?
M.M.M: Μ, yeah, it affected me. I mean, maybe we could discuss it with the other classmates.
RE: and were you asking each other how they did this/that?
M.M.M: Yeah.
RE: Do you think that your gender might be the main reason why you use more strategies compared to the members of the opposite gender?
Can you explain me why?
M.M.M: I don’t think I use more Language Learning Strategies than the opposite gender.
RE: Maybe the fact that you are a man..
M.M.M: Yeah.
RE: Does it make you use them more than the other girls?
M.M.M:No, I could say that I try less than girls.
RE: Why?
M.M.M: I don’t know, they don’t use the..photographic the photographic method so to speak.
RE: Hm..
M.M.M: Which is the laziest but..it works if you know how to use it.
RE: Xm, do you think that it has something to do with the biological part?
M.M.M: With the biological part..statistically..
RE: ΟΚ, What was the reason why you decided to learn English?
M.M.M: The society.
RE: What do you mean?
M.M.M: I don’t know, all the world wants to learn English and my parents sent me to an English school. That’s why.
RE: You mean, eh..
M.M.M: And English is used in movies, products..round round they write everything in English so you are obliged to learn English.
RE: As far as I can see..you told me that your parents sent you to an English school.
M.M.M: Yeah.
RE: Do you think that in a way you were influenced by them?
M.M.M: I accepted, I accepted.
RE: Did they press you?
M.M.M: Pressure? No..i can’t remember clearly because I was 7 years old but I still remember that I wanted to learn.
- 125 -
RE: You told me that you wants to learn for yourself..
M.M.M: I wanted to learn, yeah, yeah, or this…maybe someone from our family has passed the exams in English and people came and told
me: “Come, my child, you have to learn English”
RE: So, your family did not press you, you weren’t influenced by your parents..
M.M.M: No, I just wanted to learn, yeah.
RE: And why English?
M.M.M: For the reason I already told you, eh, because it’s the language that is used mostly in this country; mostly after Greek.
RE: Have you ever thought the job prospects that this language might provide you with?
M.M.M: I didn’t think of it at the beginning.
RE: Eh, did you also want to learn about the English culture and that’s why you decided to learn this language?
M.M.M:No..no I don’t think so.
RE: Do you think that the knowledge of English could be a benefit for you?
M.M.M: It is.
RE: Why?
M.M.M: I couldn’t say that it is an advantage..it is a disadvantage if you don’t know English.
RE: Can toy please explain me the reason why?
M.M.M: Eh, English..will…eh..nowadays it is a prerequisite, there’s no way not to speak English. It’s not an an advantage..it is a
disadvantage if you don’t speak English…well, English together with many other languages.
RE: And many other languages..why? Can you describe me the situation?
M.M.M: For job prospect..basically to find a job. OK.
RE: As far as I can understand English is an advantage for you, right?
M.M.M: Yeah.
RE: Thanks a lot for your time.
Appendix I: Participants’ information sheet about the research:
- 126 -
Information about the research for the participant
Research title: Gender Differences on Language Learning Strategies of Greek learners of
English as a Foreign Language.
Researcher’s contact details: Stavroula El. Gkarampliana (sgkara@essex.ac.uk)
Aim of the research: The research aims to provide evidence in the area of gender differences
and their degree of influence in the use of Language Learning Strategies.
Data collection process: Participants should fill out Rebecca Oxford’s SILL (Version 7.0)
questionnaire and may be contacted afterwards for a follow up interview within a week for
the purposes of the study.
Participant’s requirements: The participants of this study should be Greek citizens raised in
Greece and having learnt English in the Greek context. It is obligatory for the participants to
point out their gender as this is the main objective of the study. Also participants should be
above 18 and under the 60 years of age. Once the data would be collected, they are going to
be compared according to the most and the least common tendency between male and
female students of English and conclusions will be drawn on the basis of the Language
Learning Strategies that each gender prefers to choose.
Confidentiality and personal data protection: The piece of information collected will be kept
confidential and the personal details of the participant will be accessible only to the
researcher and her supervisor (Dr. Julian Good). Any personal information will be strictly
kept anonymous and prevented from any unauthorized access by both the researcher and her
supervisor. The information of the data will be kept private during the process of the
research.
Participation: It is voluntary for the participants to take part in this research and they have
the right to leave at any moment regardless of the reason. Should the participants be
informed that they are not going to face any discrimination on the basis of the answers they
give to both the questionnaire and the follow up interview. The participants should feel free
to ask any questions before the commencement of the research.
Results: The participants have the privilege to ask for a copy of the final research after
contacting the researcher.
Complaints: Should the participants have complaints about the content of the research they
can talk to the researcher immediately, or contact the Department of Language and
Linguistics at the University of Essex (for more information visit:www.essex.ac.uk)
- 127 -
Many thanks for taking part on my research.
Stavroula El Gkarampliana
MA in Applied Linguistics
University of Essex
- 128 -
Appendix J: Empty interview coding form
Gender: M / F
Initials of the participant:
Research questions:
Which are the most typical learning strategies that men follow when learning
vocabulary and which are typical to women Who uses more learning strategies in
vocabulary learning? Men/women in the Greek context?
Strategies that the participant was
interviewed.
1.
2.
3.
4.
1.
Strategy: Memory:
GROUPPING
APPLYING IMAGES TO
SOUNDS
EMPLOYING ACTION
REVIEWING WELL
2.
Strategy: Cognitive:
CREATING STRUCTURE FOR
INPUT AND OUTPUT
ANALYZING AND REASONING
PRACTICING
3.
Strategy: Compensation:
OVERCOMING LIMITATIONS
IN SPEAKING AND WRITING
GUESSING INTELLIGENTLY IN
LISTENING AND READING
- 129 -
4.
Strategy: Metacognitive:
PAYING ATTENTION
OVERVIEWING AND LINKING WITH
ALREADY KNOWN MATERIAL
DELAYING SPEECH PRODUCTION
TO FOCUS ON LISTENING
ARRANGING AND PLANNING YOUR
LEARNING
EVALUATING YOUR LEARNING
5.
Strategy: Affective:
LOWER YOUR ANXIETY
MAKE POSITIVE STATEMENTS
TAKE YOUR EMOTIONAL
TEMPERATURE
Strategy: Social:
ASKING QUESTIONS
EMPATHIZING WITH OTHERS
General questions
Teachers’ role in learning strategies
development
Students’ role in learning strategies
development
The role of the ed.system in learning
strategies development
Role of the peers in learning strategies
development
Role of the gender in learning strategies
development
Main reason(s) for studying English
Perceptions upon their knowledge of
English.
- 130 -
Appendix K: Interview extracts in Greek-English for the results section
Number
Interview transcription in Greek
Translated interview transcript in English
1.
“Όχι, τώρα ‘ντάξει άμα προσπαθείς να πεις μια λέξη και σου ‘ρχεται μια άλλη
που είναι παρεμφερείς μ ‘αυτή, θα πεις αυτή. Απ ‘το να μην πεις καθόλου
καλύτερα να πεις αυτή, οπότε”. (By A.Σ.Μ)
“No, Ok if you try to say a word in English and at the same time you have a similar word
on your mind similar to this, you will probably say the similar word rather than saying
nothing”. (By A.Σ.Μ)
2.
“τώρα αν ακούσεις κάτι έτσι γύρω-γύρω που παραπέμπει στο ποδόσφαιρο,
λογικά είναι να ’χει να κάνει με το ποδόσφαιρο, δεν έχει να κάνει με την
πολιτική.” (By Α.Σ.Μ)
“Now, if you listen to something that is related to football, then most probably it might
have to do with football and might not be related to politics.” (By Α.Σ.Μ)
3.
“προσπαθώ στην αρχή να μεταφράσω στα Ελληνικά, ε, προσπαθώ να
καταλάβω τις λέξεις που ενδεχομένως να γνωρίζω πως χρησιμοποιούνται με
τις λέξεις που δε γνωρίζω, πώς να τις μεταφράσω στα Ελληνικά, και να
καταλάβω και να καταλάβω λίγο πάνω κάτω το νόημα μιας λέξης άγνωστης, ε,
και στη συνέχεια μπορώ αυτή την άγνωστη λέξη να τη χρησιμοποιήσω με
διάφορους τρόπους σε μια έκθεση, στον προφορικό λόγο, σε μια πρόταση,
οπουδήποτε. Οπότε είναι κάτι, οπότε η κατανόηση μιας πρότασης πιστεύω ότι
βοηθάει σε μεγάλο βαθμό στο να καταλάβεις μια..μια άγνωστη λέξη.” (By
F.A.M)
“At the beginning I try to translate in Greek, eh, I try to understand the meaning of the
words which might be used appropriately with the words I already know, I know how to
translate it in Greek, and it helps to understand the meaning the meaning of an unknown
word, eh, later on I could use an unknown word in different ways in a text, in my oral
speech, in a sentence, wherever. So, it is something important to understand the meaning of
a sentence which I think it helps a lot to understand an unknown word.” (By F.A.M)
4.
“Στην αρχή ας πούμε ναι έπαιρνες τη λέξη, την έβλεπες ας πούμε
και την έψαχνες στο λεξικό. Αλλά από ‘κει και πέρα ας πούμε όσο
γίνεται και πιο εύκολο, εμ, από ένα σημείο και μετά αρχίζεις απ’
τα συμφραζόμενα και καταλαβαίνεις..”[..]“Δηλαδή δεν μπορούσα
να σταματήσω να κοιτάζω την κάθε λέξη ας πούμε
και..προσπαθείς να μαντέψεις..ε..είδα ότι μια φορά το ’κανα και
πιάνει, μετά δεύτερη, Τρίτη, μετά εντάξει.” (E.M.M.)
“Of course at the beginning you tend to look up a dictionary when you do not know a
word. However after that, it becomes easier, eh, and after some point you start using the
information given from the context and you understand..[..] In other words I could not stop
and look up every single word at the dictionary..and..you have to guess..eh..I saw that it
worked once, then I tried it second time, then third, and then I was OK.” (By E.M.M.)
5.
“Το ότι δεν την ξέρεις δε σημαίνει δεν μπορείς να τη μάθεις. Εννοείται ότι θα
το παλέψεις, και πίστεψέ με δεν υπάρχει τίποτα που να μη ξέρεις. Τι εννοώ;
Ένα θέμα ας πούμε στα Αγγλικά δεν το ξέρεις. Υπάρχουν συμφραζόμενα.
Μπορεί από τα συμφραζόμενα να καταλάβεις τι λέει. Είναι θέμα χαρακτήρα,
θέμα ανθρώπου και άμα το αποκλείσεις μετά δεν υπάρχει διάθεση να μάθεις.”
“The fact that you do not know something does not mean that you cannot learn it. I mean,
you have to try, and believe me there is nothing that you do not know. What do I mean by
saying that? Let’s say that you do not know a particular topic in English. There is also a
context; thus you may be able to understand the topic. I think it’s a matter of attitude and
personal choice; if you try to exclude the possibility of understanding it then it means that
you do not really want to learn.” (By G.E.M)
- 131 -
(G.E.M)
6.
“Απ ‘το να μην πεις καθόλου καλύτερα να πεις αυτή” (A.Σ.Μ)
“It’s better to use a synonym word rather than say nothing.” (By A.Σ.Μ).
7.
“γενική οδηγία από τους καθηγητές.” (By P.G.M)
“general instruction by the teachers” (By P.G.M)
8.
“ ε..θυμάμαι παλιά που πήγα σ’ ένα εστιατόριο και είχε Άγγλο,
Άγγλο σερβιτόρο και δεν μπορούσα να..να περιγράψω πώς να πω
μια..μια μακαρονάδα, εντάξει τους το ’κανα με νοήματα και με
βοήθησε αυτό αρκετά, και εντάξει πιστεύω ότι πολλοί το κάνουν
το να προσπαθούν να περιγράφουν μια λέξη που δεν γνωρίζουν με
νοήματα ή με τη γλώσσα του σώματος τέλος πάντων να
προσπαθούν να το περιγράψουν και είναι ένας καλός τρόπος, και
εντάξει είναι ένας καλός τρόπος ώστε να προσεγγίσεις τον άλλον
να τον κάνεις να καταλάβει ότι αγαπάς τη γλώσσα που..ότι αγαπάς
τη δική του γλώσσα ώστε να αισθανθεί και φιλικά ώστε να
κερδίσεις την εκτίμηση και το σεβασμό του και το θαυμασμό
του.” (F.A.M)
“Eh, I remember once when I went to a restaurant where there was an English waiter and I
could not..order or maybe describe one..one spaghetti portion. OK, I tried to explain him
what I wanted using signs and it helped me a lot at that moment; I think many people do try
to use gestures or their body language when they do not know a particular word in a
foreign language. I think it’s a good way to approach somebody, make him/her understand
that you love their language so that s/he would adopt a friendlier attitude towards you and
finally respect and admire you for your effort in trying to speak in their language.” (By
F.A.M)
9.
“είναι καλό αυτό που υπάρχουν κάποιες λέξεις που συς..που συσχετίζονται
τέλος πάντων με Ελληνικά στα Αγγλικά.” (By F.A.M)
“It is good that there are some words that are similar between Greek and English” (By
F.A.M)
10.
“ναι στη δύσκολη στιγμή το πιο πιθανό είναι να το κάνεις. Παρά να
χρησιμοποιήσεις ας πούμε μια λέξη που μοιάζει με μια άλλη στα Αγγλικά” (
by G.E.M)
“Yeah, in case of emergency it might be necessary to do it instead of using it instead of
using a word a which seems like another in English” (by G.E.M)
11.
“αλλά στα αρχικά στάδια εκμάθησης της Αγγλικής γλώσσας πιστεύω ότι
πολλοί το κάνουν αυτό, να χρησιμοποιούν συνώνυμες λέξεις και εντάξει από
τα λάθη μαθαίνουμε όλοι πιστεύω αν και είναι λάθος αυτό.” (By F.A.M)
“at the initial stages of learning English, I think that many people do it, I mean, to use
synonyms and of course we learn from our mistakes but I think that this is a mistake”
(By F.A.M)
12.
Α.Σ.Μ: Εμ, για πλάκα ναι..
Α.Σ.Μ:Eh,for fun yeah..
Α.Σ.Μ: Σιτ νταουνιάσου ας πούμε
Α.Σ.Μ: Let’s say Sitdowniasou.
Α.Σ.Μ: ..εε..σου είπα μόνο για πλάκα, δεν νομίζω να το
Α.Σ.Μ:..eh..I mean I am telling you, it’s just for fun.
RE: Τι είν ‘αυτό;
RE: What’s that?
Α.Σ.Μ: κάτσε.” (By Α.Σ.Μ)
Α.Σ.Μ: Sit down. (By Α.Σ.Μ)
- 132 -
13.
“ πολλές φορές βρίσκομαι και σε θέση να θέλω όντως να τη χρησιμοποιώ και
να ‘μαι και σίγουρος, λέω δεν ήταν σωστό αυτό που έκανα, είπα ας πούμε
βλακεία, δεν είναι από χαβαλέ, χαβαλέ με τους φίλους μου, αλλά σε τέτοια
φάση να μιλάω σοβαρά περισσότερο από ανάγκη.” (By P.G.M)
“..many times I really need to use a particular technique and I want to be sure, I mean what
I say is not the exact thing I was doing, for example if I say something stupid, no..it’s just
for fun, fun with my friends, but I wouldn’t speak in Greeklish seriously; but I wouldn’t
speak seriously using Greeklish” (By P.G.M).
14.
“Για χαβαλέ, ναι. Δεν πιστεύω ότι ας πούμε, εντάξει είναι ας πούμε πάντα το
κάνουμε ειδικά ας πούμε σε παρέες, όλα αυτά τα καλοκαίρια γίνεται. Όταν θες
να πειράξεις έναν Άγγλο, όταν ας πούμε κάνεις χαβαλέ με τους φίλους σου,
ε..θα το κάνεις. Τώρα άμα πας να μιλήσεις σοβαρά.” (By G.E.M)
“Maybe for fun, yeah. I don’t think so, OK we normally do it when we are together with
friends, sometimes during the summer holidays when you want to tease an English tourist.
Let’s say when you want to have some fun with your friends, eh..you may do this. But you
can’t speak seriously like this.” (By G.E.M)
15.
“Ναι, για παράδειγμα επειδή ξέρω και τη Γαλλική γλώσσα σε αρκετά μεγάλο
βαθμό, πολλές φορές όταν δεν καταλαβαίνω κάτι στα Αγγλικά προσπαθώ να
το χρησιμοποιήσω την Γαλλική γλώσσα ώστε..ώστε ίσως μια άγνωστη λέξη να
μπορώ να την, να την κατανοήσω καλύτερα, ακόμα βέβαια καλύτερα αυτό
γίνεται στη μητρική σου γλώσσα όταν δεν καταλαβαίνεις κάτι σε..στα..στα
Αγγλικά ή τη γλώσσα που θέλεις να μάθεις τέλος πάντων το να προσπαθείς να
καταλάβεις τη σημασία μιας λέξης, ε..που που μπορεί να χρησιμοποιήσει τη
λέξη στην, ε..στη..στη δική σου γλώσσα ή και σε μια άλλη που..που γνωρίζεις
ώστε να την κατανοήσεις καλύτερα, ώστε να μπορεί κάποιος να
χρησιμοποιήσει στο..στο γραπτό λόγο ή και στον προφορικό.” (By F.A.M)
“Yeah, for example because I speak French in an advanced level, sometimes when I don’t
understand something in English I try to use my knowledge of French so..so maybe I could
understand an unknown word to..to be able to understand it better, of course it might
happen with my native language when you understand something..in English or the
language you intend to learn. So, anyway it doesn’t work if you try to understand the
meaning of a word, eh..which could be used..eh..in your own language or any other
language that you know so that you could be able to understand better so that you may
understand better , so that someone could use it either in the written or the oral speech.”
16.
“Καμιά φορά ναι δηλαδή άμα έχει Ελληνική η Γερμανική ρίζα μπορεί και να
καταλάβω. Πιστεύω ναι, ναι.” (By E.M.M)
“Sometimes, I mean if it must Greek or German root I might understand” (By E.M.M)
17.
“Ναι, εντάξει μπορώ να πω στην Αγγλία παλιά, εντάξει μπορώ να πω μικρός
που πήγα στην Αγγλία που δεν μπορούσα τόσο να μιλήσω Αγγλικά που όταν
μιλούσα προσπαθούσα να μιλήσω με νοήματα, με τα χέρια να δείξω τι σήμαινε
ή σε εστιατόριο όταν πήγαινα, στο..στο πάρκο, οπουδήποτε.” (By F.A.M)
“Yeah, OK when I went in the UK, OK when I went in England as a child I couldn’t speak
in English. So I tried to speak using gestures to show to the other person what exactly I
was trying to say either at a restaurant , or in park or anywhere.” (By F.A.M)
18.
“Όχι, ντροπή δεν είναι με τίποτε το να..το να ρωτάς πράγματα για οτιδήποτε
δεν έχεις κατανοήσει καλά ή δεν σου το έχουν εξηγήσει καλά οι καθ..οι
καθηγητές σου, ε..εντάξει οπότε εντάξει είναι..και εξάλλου αυτό είναι ένας
καλός τρόπος, είναι ένας καλός τρόπος στο να..στο να εμπεδώσεις κάτι, αν
έχεις αν έχεις απορία γι κάτι, για κάποιο θέμα, οι καθηγητές εντάξει
είναι..είναι..ο θεσμός του καθηγητή μπορεί να σε βοηθήσει στο να
κατανοήσεις καλύτερα κάτι, να μπορείς να, ε..και να μπορείς να..να το
χρησιμοποιήσεις, ε σε διάφορες εκφράσεις.” (By F.A.M).
“No, it’s not a shame to ask about something if you didn’t understand or it wasn’t clarified
to you very well by your teach.. your teachers, eh..OK so OK it’s…on the other hand it’s a
good way to..to make sense, if you have a question on something, your
teachers..are..are..the teachers are there to help you understand something,eh..and
to..to..use items,eh..in different expressions in English.” (By F.A.M).
(By F.A.M)
- 133 -
19.
“πληρώνονται για να απαντάνε στις ερωτήσεις είναι απλό [..] θέλω να μάθω αν
αυτό που λέει ας πούμε..ας πούμε θα καταλάβω αν το λέει επειδή το’ χει
διαβάσει ή αν το λέει επειδή το ξέρει. Έτσι, έτσι μπορώ να καταλάβω αν ο
συγκεκριμένος ομιλητής έχει να μου δώσει πράγματα, είν’ απλό.” (G.E.M)
“They are payed to answer my questions; It’s very simple [..] I want to learn if what s/he
says is something if s/he read it somewhere or s/he knows or something about it. In this
way I will be able to understand if the teacher has something to offer to me, it’s simple.
(G.E.M)
20.
«Γιατί τους πληρώνουμε [..] Οπότε έχουν την υποχρέωση να απαντήσουν.»
(M.M.M)
“We are paying them [..] So they are obliged to answer” (M.M.M)
21.
“Ναι, η συναδελφική αλληλεγγύη πάντα υπάρχει ανάμεσα στους συμμαθητές,
και είναι εντάξει πιστεύω ότι είναι απαραίτητο στοιχείο στο να..στο να
συμπληρώνει ο ένας τον άλλον, στο να λύνει απορίες ο ένας στον άλλον και να
μπορεί πιο εύκολα να κατανοήσει κάτι κάποιος οπότε πιστεύω ότι το να κά..
οπότε, ναι, κάνω συχνά ερωτήσεις στους συμμαθητές ό..όταν όταν έχω μια
απορία πάνω σε κάτι που δεν έχω καταλάβει κάτι καλά ή δεν μου το έχουν
εξηγήσει οι καθηγητές μου καλά είτε γιατί το διάβασα αλλά δεν κατάλαβα
καλά, είτε για διάφορους λόγους.”(By F.A.M)
“Yeah, it’s nice to achieve cooperation between classmates, and I believe that it is
necessary to..complete one another, to answer each other’s questions and to help each other
comprehend better, so, yeah, I often ask questions to my classmates wh..when I have a
question on something that I didn’t understand very well or was not clarified very well
either by my teachers or by myself when I study alone, or for various reasons.” (By F.A.M)
22.
“Ε..ναι με πειράζει, αν με διορθώνουνε, ναι μπορώ να εκνευριστώ
[..] Απ’ τον τρόπο. Αν είναι καλοπροαίρετος δεν θα..εκνευριστώ.
Άμα είναι έτσι κακοπροαίρετο και..είναι εκνευριστικό ‘ντάξει,
ξέρεις πως είναι..” (M.M.M)
“Eh..it annoys me; if others correct me I can get angry [..] From the manner they use to
correct me. If the others have good intentions then I wouldn’t..get angry. But if others have
a bad intention and..it’s so annoying OK, you know how it feels” (By M.M.M)
23.
“Eντάξει μπορώ να πω ότι αυτό μ’ ενοχλούσε γιατί χαλούσε ο
ρυθμός της σκέψης μου, χαλούσε η σειρά που είχα βάλει μέσα στο
μυαλό μου με το..τις προτάσεις” (F.A.M)
“OK, I must say that error correction annoyed me because it was disturbing the sequence of
my thoughts; it was disturbing the order of the sentences I had into my mind” (By F.A.M)
24.
“Με ενοχλεί αφάνταστα να με διορθώνουν την ώρα που μιλάω
γιατί ξέρω ότι είναι αγένεια. Θα μπορούσε να μου το πει ας πούμε
αφού τελειώσω. ” (G.E.M)
“It really annoys me when others try to correct me while I am speaking because it’s not
polite. They could correct me after I finish talking.” (By G.E.M)
25.
“Πιστεύω ότι η ποιότητα των συναδέλφων που έχει κάποιος για
την ολοκλήρωση μιας εργασίας είναι ο σημαντικότερος
παράγοντας” (F.A.M)
“I think that the quality of your partners could be the most important factor towards
completing a (group) activity.” (By F.A.M)
26.
“Aπ’ τη στιγμή που δε θέλει κάποιος, την κάνεις εσύ, βλέπεις ας
πούμε την πρόοδο του εαυτού σου, και εντάξει μετά δεν είσαι και
το άτομο που θα πει δε στη δίνω εγώ την έκανα. Το θέμα είναι ότι
ο άλλος μ ’αυτό που θα κάνει, ουσιαστικά θα μειώσει τον ίδιο [..]
και να μην είχα κανένα πρόβλημα γιατί έτσι ξέρεις ότι εσύ
σίγουρα το ’χεις καταλάβει και μετά όταν πέσει το διαγώνισμα,
“If someone does not want to collaborate, you do all the work yourself and you have the
chance to observe your own progress. Of course you cannot say to the others: I am not
giving you my work because I did it’s mine. The thing is that the partner might feel
undermined himself/ herself (with what s/he does)[..]I didn’t have a problem (doing all the
work myself) because I was feeling sure of my knowledge later on, when I had to deal with
- 134 -
27.
θα ‘ρθει ότι θα ‘ρθει και εσύ θα ’σαι σίγουρος για τον εαυτό σου.”
(P.G.M)
an exam/ test.” (By P.G.M)
RE: Σου αρέσει να συνεργάζεσαι με άλλους ώστε να κάνετε μια ομαδική
εργασία;
RE: Do you like cooperating with others to complete a group work activity?
M.M.M: Yeah, of course, I didn’t do it many times, ok.
Μ.Μ.M: Ναι, βέβαια δεν έχω κάνει ποτέ αλλά εντάξει.
RE: Ακόμη κι αν καταλήξεις να βγάλεις εσύ όλη τη δουλειά;
RE: Would you be still willing to collaborate even if you would have to do almost all the
tasks yourself?
Μ.Μ.M: Ε, πως θα συνεργαστώ άμα βγάλω εγώ όλη τη δουλειά;
M.M.M: E,how could me collaborate if it’s to do all the activity myself?
RE: Μπορεί οι άλλοι απλώς να τεμπελιάζουν..
RE: Maybe others feel too lazy..
Μ.Μ.M: Μπορώ να το κάνω.
M.M.M: Yeah I could do it.
RE: Δε σε νοιάζει ότι..θα κουραστείς λίγο παραπάνω απ’ τους άλλους ή..
RE:You wouldn’t mind to work more than the others?
Μ.Μ.M: Όχι (Μ.Μ.Μ)
M.M.M: No. (By M.M.M)
28.
“υπάρχει κατανόηση, υπάρχει ενθουσιασμός κι ενδιαφέρον ώστε να με
βοηθήσουν να χρησιμοποιήσω καλύτερα την Αγγλική γλώσσα αν με
διορθώνουν, και είναι κάτι που θα..θα μπορούσε να με βοηθήσει στην
καλύτερη εξοικείωση της Αγγλικής γλώσσας και για τη χρησιμοποίησή της σε
διάφορους..σε διάφορους τομείς, σε διάφορες εκφάνσεις της ζωής μου.”
(F.A.M)
“I guess that there is some kind of understanding and enthusiasm; I guess they could help
me to use English better sometimes by correcting me, and..it would help me to familiarize
myself more with the use of English language..into a variety of aspects of my life.”
(F.A.M)
29.
“Ε..ταχυκαρδία το στομάχι μου δενόταν κόμπος, δεν έβγαινε η
γλώσσα για να μιλήσω, το αισθανόμουνα, ναι. [..] Να σκέφτομαι
κάτι ευχάριστο, ας πούμε ότι θα μπω και θα τελειώσω σε λίγο..δεν
είναι ανάγκη. Προσπαθώ να ηρεμήσω τον εαυτό μου με το να
σκεφτώ κάτι πιο ωραίο. Ας πούμε ότι μετά θα πάω για καφέ,
κάπως έτσι.”
“I was always arranging the time available; for example I was saying to myself
“I have one hour to study grammar and then I have five to ten minutes break.
Then, let’s say, I move on to complete related tasks from page twenty to
twenty five, then I have a break for five minutes. After that,I continue the rest
of the exercises within an hour.” In this way I had certain expectations of
myself on what I should study and when I should have a break. In cases when I
didn’t study according to the programme, I kept on studying nonstop without
any break. This programme was only a plan on my mind and every time I
followed it, it always worked. (By X.M.F)
30.
“Τα οργάνωνα ναι άσχετα αν δεν τηρούσα το πρόγραμμα ποτέ, τα οργάνωνα
όμως. Κοίταξε όταν μπαίνεις στη διαδικασία και στο τριπάκι ότι έχεις
εξετασεις, δίνεις αυτό το μάθημα αυτό μετά από τάδε μέρες και μπαίνεις να
συγκεντρωθείς και να μαζευτείς, κάνεις πρόγραμμα και λες ότι έχω τόσες
μέρες γι’ αυτό, τόσες για κείνο ή ναι, ναι, ναι [..] Ε, έκανα πίνακα, τι έχω,
“I used to organize everything regardless of the fact that I never followed it. Look, if you
enter the process of examination and you know that you are sitting this course on a certain
date after a particular amount of days, then you have to concentrate, limit yourself, arrange
a programme and say to yourself: I’ve got to do this within this amount of days, other thing
for the other amount of days, or yes, yes [..] Eh, I was making a plan by myself and I was
- 135 -
ημερομηνίες, υποχρεώσεις τέλος πάντων ή μαθήματα, ναι κι έγραφα την τάδε
μέρα θα διαβάσεις αυτό, την τάδε εκείνο, βέβαια μπορεί να το άλλαζα στη
συνέχεια αν έβλεπα ότι δε μου βγαίνει αλλά το ‘κανα, ναι έγραφα.” (By
M.K.F)
like: what do I have to do? I was writing dates and setting my obligations or my studying,
yeah and I was writing what I would study on that date, what I would study on the other
date, then I was adapting it if I could see that it’s impossible to manage certain tasks but
yeah, I used to do something like this” (By M.K.F)
31.
“έχω παρατηρήσει ότι όταν το δωμάτιο είναι τακτοποιημένο είναι πιο εύκολο
για μένα. Ξέρεις είναι πιο καλή η ατμόσφαιρα. Πιστεύω ότι όλοι βέβαια όλοι
το’ χουν αυτό.” (P.T.F)
“I noticed that when my room is tidied up it’s easier for me to concentrate. You know, the
atmosphere it a lot better. Of course I think that everybody is like this.” (By P.T.F)
32.
“για παράδειγμα εγώ διαβάζω, δε θέλω να ‘χω απόλυτη ησυχία
όταν διαβάζω, δεν μπορώ..δε..πάει αλλού το μυαλό μου, μου
αποσπάει την προσοχή η ησυχία, μπορεί να έχω λίγο κόσμο ή λίγη
μουσική, δεν έχω πρόβλημα όμως όπου και να με βάλεις να κάτσω
θα διαβάσω Αγγλικά, πραγματικά. (M.K.F)
“For example when I study I don’t want to be in a silent place, I can’t..no.. my mind goes
far away, silence distracts me a lot, there must be some people around, some music,
honestly I can study, I can study English everywhere. ” (By M.K.F)
33.
“Εντάξει σίγουρα θέλω μια σχετική ησυχία για να διαβάσω. Ε, εντάξει και να
κυριαρχεί μια κάποια όρεξη αλλά αυτό δεν έχει να κάνει με τις συνθήκες, είναι
προσωπικό θέμα, ” (T.P.F)
“OK, of course I needed a quiet environment in order to concentrate. Eh, of course
although it’s a personal thing, I consider that inspiration to study is necessary anyway.”
(By T.P.F)
34.
“Θέλει ησυχία και να συγκεντρωθείς πάνω σ’ αυτό που κάνεις. [..]
Μετά από πολύ καιρό που διάβαζα με μουσική και έβλεπα ότι δεν
ανταποκρίνονται .. ας πούμε νόμιζα ότι διαβάζω και τελικά δεν
ήξερα τίποτα. [..]Ε, και μια φορά προσπάθησα χωρίς μουσική από
μόνη μου και κατάλαβα ότι έτσι διαβάζει τελικά ο άνθρωπος και
από τότε έχω επαγρύπνηση.” (X.M.F.)
“You need a quiet environment to concentrate on what you do. [..] After spending some
time studying while listening to music I could see that I could not concentrate well, I
thought I could study but I ended up not learning anything at the end. [..] Eh, and once I
tried to study without music and I found out that people can study easier with music and
since then I am aware of that.” (By X.M.F)
35.
“Διαβάζω και τις λεπτομέρειες έτσι ώστε να καταλάβω ποιο είναι
το ζουμί. Γιατί στην αρχή όταν βλέπω ένα κείμενο, δεν ξέρω ας
πούμε πού ακριβώς είναι οπότε το διαβάζω πρώτα μια φορά και
μετά το εντοπίζω, κι έτσι σημειώνω με..ή χρώματα ή στιλό ή
οτιδήποτε. (X.M.F)
“I study both the main points and the details to find out the gist. Initially, when I study a
text I don’t know where (the main points) are. So I skim it once, then I find out the main
points and I underline them with colourful highlighters, pens or whatever.” (By X.M.F)
36.
“αν προσέξεις κάτι μέσα στην πρόταση μπορεί να υπάρχει κάτι
που να αναιρεί το νόημα της πρότασης οπότε πρέπει να τα
προσέχεις κι αυτά.” (P.T.F)
“If you pay attention to the sentences in English, there might be something that changes the
meaning of the sentence so you have to be careful.” (By P.T.F)
37.
“θα τις διαβάσω και τις λεπτομέρειες αλλά όχι με τόση προσοχή
όσο θα διαβάσω το σημείο που μ ‘ενδιαφέρει..εξαρτάται τι
διαβάζω βασικά.” (M.K.F)
“Of course I would study the details but I wouldn’t pay as much attention as I would do on
the point I am interested in.. basically, it depends on what I have to study each time ”
(M.K.F)
- 136 -
38.
“Ναι, ξέρεις τι; Είναι και θέμα.. όλα παίζουν ρόλο.. Είναι και θέμα
χαρακτήρα, είναι και θέμα..εγώ προσωπικά είμαι πολύ απρόσεκτη
και πολύ βιαστική, έτσι; Δηλαδή μετά θα κάνω λάθη μετά και θα
πω γιατί ρε, γιατί το ‘κανα λάθος αφού ήμουνα σίγουρη ότι το ‘χα
σωστό. Κι όμως θα γυρίσει και θα μου πει η κυρία μου κοίταξε
αυτό εδώ δεν το πρόσεξες που αυτό στο ‘χα εξηγήσει και μου ‘πες
ναι αλλά το πέρασες έτσι. Ναι, είναι και θέμα διδάσκοντα πιστεύω
με βοήθησε.” (M.K.F)
“Yeah, you know what? It’s a matter..everything plays an important role..it’s a matter of
attitude, also it’s a matter…me personally I am careless and always in a hurry, OK? I men,
later on I might do some mistakes and say to myself: “Why did I do this mistake? I was so
sure I chose the right answer (on a follow up task).” So my teacher was turning to me
saying: “Look, you didn’t pay attention over here I explained you this, you said you
understood but probably you passed it by.” Yeah, sometimes I think the instructor can help
a lot on that. (By M.K.F)
39.
“X.M.F: Ναι, γιατί πολλές φορές μιλάω πολύ γρήγορα δηλαδή
φεύγει η γλώσσα και πολλές φορές γυρνάω μετά και λέω ούπς,
έκανα λάθος, το διορθώνω και μετά συνεχίζω πάλι.
“X.M.F: Yeah, because sometimes I speak very quickly and I might make slips
of the tongue and sometimes I go back and say “Oops I made a mistake here”,
then I correct it and then I continue once again.
RE: Το ίδιο συμβαίνει και με τα γραπτά σου; Όταν έγραφες;
RE: Does the same happen to you while writing?
X.M.F: Στο γραπτό μου το’ γραφα αλλά πολλές φορές όταν τα
ξαναδιάβαζα πολλές φορές εντόπιζα λάθη και όταν τα
ξαναδιάβαζα τα διόρθωνα εκείνη τη στιγμή, όχι δεύτερη φορά.”
(X.M.F)
X.M.F: When writing I used to reread my text many times; I was reading it twice ti find out
my mistakes and then during the third time I was correcting the errors.” (By X.M.F.)
“M.K.F: Ε, κάποιες φορές, ε όταν δε γνωρίζω κάτι και δεν είμαι σίγουρη..ξέ..ή
το γράφω ρε παιδί μου επειδή δε μου ‘ρχεται η σωστή έκφραση, ναι πολλές
φορές ξέρω ότι κάτι είναι λάθος αλλά δεν μου ’ρχεται η σωστή έκφραση ή η
σωστή λέξη, ναι έτσι μ’ αυτή την έννοια.
“M.K.F: Eh, sometimes when I am not sure about something.or I write it..or..i write it
because I cannot remember the appropriate expression in English, yeah many times. I know
it’s a mistake I do but if the right expression or word is not coming then I can’t say that I
was correcting everything.
RE: Όταν εντοπίζεις το λάθος στον προφορικό λόγο το διορθώνεις ή το
αφήνεις;
RE: Do you correct an error on oral or written speech or you leave it?
40.
M.K.F: Ε, αν μπορώ θα το..όταν εντο..όταν πώ κάτι λάθος και πω ώχ, δεν το’
πα σωστά και πρέπει να το πω αλλιώς, ναι. Αν ξέρω ότι το λέω λάθος και ξέρω
τη σωστή έννοια, θα το αφήσω, δε θα το διορθώσω γιατί.. (M.K.F)
41.
M.K.F: If I could..spot it and say: oops..i’ve done it wrong I should have said it in another
way, yeah. In other words if I know that I say it wrong and I know the right sense then I
wouldn’t let it go, I would correct it. ” (By M.K.F)
“RE: Ε, Κρατάς αρχείο με τη βαθμολογία σου σε τεστ ;
“RE: Eh, do you keep record of your marks on tests?
P.T.F: Το ’κανα, ναι. ‘Ντάξει τώρα ας πούμε δεν κάνω και Αγγλικά, έτσι, ναι.
P.T.F: I used to do it, yeah.
RE: Πιστεύεις ότι αυτό σε βοήθησε;
RE: Do you think it helped you in something?
P.T.F: Κοίτα, ούτως ή άλλως πάντα ήμουν καλή μαθήτρια στα Αγγλικά..οπότε
ήτανε ξέρεις, τα τεστ που δεν τα πήγαινα καλά ήτανε λίγα.” (By P.T.F)
P.T.F: Look, I used to be a good student anyway.” (By P.T.F)
- 137 -
42.
“Ναι, όλα τα τεστ σε ένα ντοσιέ και ας πούμε τα ποσοστά, να δω
τι γράφω, τι δε γράφω πού είμαι καλή πού δεν είμαι καλή, πού
πρέπει να διαβάσω παραπάνω, όλα σε ένα ντοσιέ τα είχα, και είχα
κάνει μια καρτέλα από μόνη μου, ας πούμε listening, reading,
writing και speaking γιατί κάναμε και στο φροντιστήριο μέσα και
τα είχα ας πούμε καρτέλα τι γράφω και τι κάνω.” (X.M.F)
“Yeah, I was collecting all the tests in a folder and I was calculating the levels of my
performance to check where I am good at, where I am bad at, where should I study more,
all these within the same folder, and then I was checking in a table different skills, let’s say
listening, reading, writing and speaking and I was completing it with the marks I was
getting for each skill.” (By X.M.F)
43.
“Έθετα στόχους πιο πολύ..ε..για..για παραπάνω” (A.S.F)
“I was setting higher goals” (by A.S.F)
44.
“Εντάξει όχι ότι το επιδιώκω, ε, απλά δεν έχω πρόβλημα ας πούμε
να γνωρίσω παιδιά που να μιλάνε Αγγλικά. Ε, αυτό το’ κανα..
όταν προσπαθούσα να κάνω practice για το proficiency στα
Αγγλικά. Το κάναμε μεταξύ μας με τους συμμαθητές μας.
Μιλούσαμε με την κολλητή μου δίναμε την ίδια περίοδο και
μιλούσαμε στο τηλέφωνο Αγγλικά. Ναι, ήτανε κορυφαίο.” (T.P.F)
“OK, it’s not that I want to do it, eh, simply I have no problem to meet other speakers of
English. Eh, I was doing it..when I was trying to practice for the proficiency exam in
English. We were doing it with each fellow student in class. I still remember that I was
talking on the phone with my best friend in English. Yeah, that was the best.” (By T.P.F)
45.
“Πολύ συχνά ας πούμε στο σχολείο διάβαζα Αγγλικά γιατί έπρεπε.
Ήτανε μάθημα. Ήτανε μέρος που ασκήσεων ότι πρέπει να
διαβάσεις ένα βιβλίο και μετά να το περιγράψεις με το έτσι πρέπει
να το περιγράψεις. Τώρα διαβάζω με το έτσι θέλω.” (by T.P.F)
“When I was at school I had to study texts in English because I had to. It was
part of the course. Also it was part of the exercises; sometimes I had to read a
book and then describe its content. Now I study texts in English because I
want to.” (By T.P.F)
46.
“Εε..πολλές φορές όταν έβλεπα Άγγλους τουρίστες μπορώ να πω
την αλήθεια πήγαινα και τους μιλούσα από μόνη μου. Χαιρόμουνα
να τους μιλάω. Xαιρόμουνα να βλέπω ότι προσπαθώ να..ότι
μπορώ να συνεννοούμαι μαζί τους.” (By G.M.F)
“Eh.. sometimes I used to see English tourists and to be honest I used to
approach them and talk to them by myself. I was happy to talk to them. I was
happy to see that I could communicate with them.” (By G.M.F)
47.
“..δεν την καταλαβαίνω την τροπή. Γιατί αν δεν το κατάλαβες
είναι ο καταλληλότερος άνθρωπος που θα σε βοηθήσει να
καταλάβεις οπότε ρωτάς.” (By T.P.F)
“I don’t understand why I should feel ashamed to ask a question to my teacher. Because
s/he is the most appropriate person to help you understand better.” (By T.P.F)
48.
“Δεν το πιστεύω γιατί ένας καθηγητής υποτίθεται ότι πρέπει να σε βοηθάει για
να γίνει κατανοητό εξάλλου αυτή είναι η δουλειά του. Πρέπει να σε βοηθήσει
να πας παρακάτω, να κατανοήσεις αυτό που δεν μπορείς να καταλάβεις τη
δεδομένη στιγμή όσες φορές και να..και να έχεις κάποια απορία πρέπει να
ρωτάς τελείωσε αλλιώς δεν θα μπορέσεις να μάθεις. Αυτή είναι η δουλειά του
στο κάτω-κάτω, πρέπει να μας βοηθήσει.” (G.M.F)
“I don’t believe that because a teacher is supposed to..s/he must help you to understand
something better, actually it’s part of his/her job. S/he must help you to move on, to
comprehend something that you found impossible to comprehend on a particular moment
no matter how many times..no matter how many questions you have you should ask or else
you will not be able to learn. It’s part of teachers’ job; they must help us.” (By G.M.F)
49.
“Εννοείται ότι θα ρωτήσεις, το θεωρώ πιο σωστό, πιό λογικό.”
“Of course you should ask, that’s what I consider as more logical.” (By M.K.F)
- 138 -
50.
“ναι συνεργαζόμασταν και αν δυσκολευόμασταν κάπου γιατί
μπορεί να σου ξέφευγε κάτι και σου έλεγαν πώς να την κάνεις την
άσκηση οπότε μιλούσαμε ξέρω εγώ στο τηλέφωνο μήπως θυμάσαι
τι είπαμε γι’ αυτό; Εντάξει, ναι βοηθιόμασταν και μεταξύ μας.”
(T.P.F)
“Yeah, we used to collaborate with each other even if sometimes we were finding it hard
because we might forget something during the class on how to work out a task so we were
talking on the phone with each other and we were asking: “Did you understand this?”OK,
we were helping each other.” (By T.P.F.)
51.
«Ναι..ήθελα να αφήνουν να μιλήσω, ήθελα να τελειώσω και μετά αν ήταν κάτι
λάθος, ε..πιστεύω ότι θα μπορούσαν να σηκώσουν το χέρι τους..ή να
περιμένουνε να πει η καθηγήτρια. Με πείραζε όταν με διόρθωναν την ώρα που
μιλάω γιατί διέκοπτε τον ειρμό των σκέψεών μου, μ’ ενοχλούσε.” (By G.M.F)
“Yeah.. I wanted them to let me finish, I wanted to finish something and then if something
was wrong, eh..i think that they could raise their hand or to wait for the teacher to talk
about it. I was feeling annoyed when they kept on correcting me when I talk because it was
interrupting my sequence of thoughts.” (By G.M.F)
52.
“Όχι, εξαρτάται πως το κάνουν, δεν με πειράζει όχι, να με διορθώσουν.” (By
M.K.F)
“No, I don’t mind people correcting me, it depends on how they do it” (By M.K.F)
53.
“Όχι ιδιαίτερα, εντάξει ε, αν είναι κάποιος που το κάνει με ένα τρόπο πολύ
έντονο εντάξει μπορεί και να με πειράξει. Αν είναι κάποιος που μπορεί να μου
πει “Ίσως να το ‘λεγες έτσι καλύτερα εντάξει μπορεί..” Δε θα με πειράξει, θα
το θεωρήσω πολύ θετικό ας πούμε. (T.P.F)
“Not really, ok..eh..if someone is doing it in a strong manner it might annoy me. But if
someone would tell me you could say it like this in English it wouldn’t annoy me, I would
see it as something very positive.” (By T.P.F)
54.
Εξαρτάται το αν αυτά τα άτομα θα είναι.. δεν είχανε τη θέληση ή δε μ’ αρέσει
που φόρτωναν αυτή την πράξη σ’ εμάς. Ε..για παράδειγμα μ’ αρέσει να
συνεργάζομαι με άλλα άτομα [..]θα προτιμούσα να ήτανε κάποια άτομα
συνεργάσιμα και να συνεργαζόμαστε εξίσου όλα τα μέλη της ομάδας αυτής.
(G.M.F)
“It depends on the type of people they are..some students were not willing or I didn’t like
that they were leaving all this work to us. Eh..for instance I like to collaborate with other
students and learn new things. [..] I would prefer some people that could be collaborative
so that we could contribute equally as a group. (By G.M.F)
55.
“Γι’ αυτό λέω πόσο συνεργάσιμοι είναι. Γενικώς η όλη ιδέα μ’ αρέσει. Τώρα
το πώς θα πάει στην πορεία, ΟΚ, αυτό δεν μπορείς να το ξέρεις εξ’ αρχής,
έτσι;
“That’s why I am telling you that it depends on how willing to collaborate they are. Now,
the time will show, OK, you can’t know it beforehand.
RE: Aha, so what if you end up alone with too much work?
RE: Αχά αλλά αν ήταν να κάνεις όλη τη δουλειά μόνη σου..
M.K.F: Θα προτιμούσα να την πάρω όλη μόνη μου την εργασία, να την κάνω
με την ώρα μου και να τελειώσω.. (M.K.F)
56.
M.K.F I would rather undertake it all on my own, organize my time and finish it on time..”
(By M.K.F)
“TPF: Δε ξέρω, μ’ αρέσει. Δε θυμάμαι σε ποια χρονιά ήτανε, σε ποια τάξη
ήτανε..στο lower που κάναμε κάτι, ξέρω εγώ εργασία με θέμα, ε, και ψάχναμε
εκεί σε βιβλία με εικόνες και μου’ χε αρέσει πάρα πολύ. Δεν κατέληξα εγώ να
κάνω όλη τη δουλειά. Τα’ χαμε μοιράσει λίγο αλλά ήτανε πολύ ωραία.
“T.P.F: I don’t know, I can’t remember in which year it was and in which class I was at…it
was in lower when we used to do a project in various subjects and eh, we were looking for
information in books, pictures and I used to like it a lot. I didn’t end up to do all the job
myself. We split it and it was very good.
RE: Και μόνη σου να καταλήξεις δεν σε πειράζει;
RE: So you don’t mind to do all the job yourself?
- 139 -
TPF: Όχι, ας πούμε με το διάβασμα και με τη μελέτη οπότε δεν είχα
πρόβλημα. Ας πούμε όταν ήταν να διαβάσω για μένα το έκανα για μένα πιο
πολύ.” (By T.P.F)
T.P.F: No, let’s say that the reason may be that I had no problem to read and study . I used
to study for myself.” (By T.P.F)
57.
“Ε, άμα θεωρώ ότι θα γίνει σωστά η δουλειά έτσι, την κάνω εγώ
όλη τη δουλειά, ναι.” (A.S.F)
“Eh, if I consider that the project would be better if I work it on my own, I
would rather do so, yeah.” (By A.S.F)
58.
“Eίναι μια γλώσσα που θα με βοηθήσει πάρα πολύ για να
επικοινωνήσω γιατί τα Αγγλικά χρησιμοποιούνται παντού, και την
κουλτούρα γιατί μ’ αρέσει έτσι η Αγγλική κουλτούρα από την
μουσική μέχρι την παράδοση τους, τον καιρό τους, τη χώρα τους,
τα πάντα.” (A.S.F)
“English is a language that would help me a lot to communicate because
English is spoken everywhere; I want to learn about their culture because I like
the English culture from its music to its tradition, the weather, their country
everything..” (By A.S.F)
59.
“Γιατί; Ε, γιατί γενικώς μ’ αρέσει να μαθαίνω. Κοίταξε κακά τα ψέματα αν δεν
ήταν η Αγγλική η γλώσσα που μιλιέται παντού, η διεθνής γλώσσα, η κύρια,
κοίτα το ίδιο ισχύει και για τα Γαλλικά, έτσι; Ε, ναι, μ ‘αρέσει, άσχετα αν δε μ’
αρέσει ο τρόπος ζωής τους, μ’ αρέσει που ξέρω πέντε πράγματα για τους
Άγγλους. Το πώς είναι, την καθημερινότητά τους, το ότι αυτό αν το κάνεις για
τον Άγγλο είναι αγένεια, που για τον Έλληνα μπορεί να μην είναι, ναι
εννοείται. Δε ξέρω, μ’ αρέσει πάντως δεν τρελαίνομαι κιόλας, δεν έχω
μελετήσει κι όλη την ιστορία τους αλλά μ’ αρέσει να έχω γενικές γνώσεις, ε,
μιλάμε για απλά πράγματα, έτσι; Αυτό.” (M.K.F)
“Why? Because I like learning. Look, the truth is that if English wasn’t a world widely
spoken language, the international language, the main; look the same happens with French
language, right? Eh, yeah I like it regardless of the fact that I don’t like their lifestyle, I like
the fact that I know a few things about them. For instance how their everyday life is like,
what is rude for an English which for a Greek is not, yeah of course. I don’t know, I like it
but I am not mad about them, I haven’t studied their history but I would like to have some
general knowledge, eh, I am talking about simple things, ok?” (By M.K.F)
60.
“Ναι, σίγουρα δεν θα καταλάβεις τα πάντα απλά σίγουρα θα
καταλάβεις αν κάτι είναι θετικό ή αρνητικό. Έστω απ’ τη στάση
του σώματος από το..από την έκφραση του προσώπου, από κάτι.
Γιατί ας πούμε μπορεί να βλέπεις κάποιον από μακριά ας πούμε να
κάθετε με κατεβασμένους ώμους, ξέρω, εγώ κεφάλι προς τα κάτω,
σίγουρα δεν είναι και στα καλύτερά του.”
“Yeah, of course you might not understand everything but for sure you might understand
if it’s something positive or negative from the..from his/her facial expressions. ” (By T.P.F)
61.
“Πιστεύω ότι οι εκφράσεις του προσώπου μας προδίδουν κάποιες σκέψεις μας
ή κάποιες εκφράσεις. Θα μπορούσα, ναι, θα μπορούσα να καταλάβω τα γενικά
όχι..ίσως να μπορούσα να καταλάβω τι ήθελε να μου πει, θα καταλάβαινα αν
ήταν στενοχωρημένος ή χαρούμενος ή αντίστοιχα αν ήταν κοπέλα. Ναι, θα
μπορούσα να καταλάβω.[..] Αλλά γενικά ναι, θα τους κοιτούσα στα μάτια και
θα προσπαθούσα να καταλάβω τι θέλουν να μου πουν. Δεν θα αδιαφορούσα σε
καμία περίπτωση..ε..και απ’ το πρόσωπό τους θα καταλάβαινα αν είναι
χαρούμενοι ή αν είναι λυπημένοι και οπωσδήποτε θα προσπαθούσα να
έβρισκα τον οποιοδήποτε τρόπο για να συνεννοηθώ μαζί τους, ειδικά αν ήταν
λυπημένοι. Αυτό.” (G.M.F)
“I think that the facial expressions could betray some thoughts. I could, yeah I could
understand their general no..maybe I could understand what one is trying to say, I would
understand if s/he is sad or happy. Yeah, I could understand. [..] But yeah, I would look at
them in the eyes and I would try to understand what they try to say. I wouldn’t ignore them
in any case..eh..even from their face I could find out if they are happy or sad and of course
I wouldfind any way to communicate with them, especially if they look sad ” (By G.M.F)
- 140 -
“F.A.M: Κυρίως, εντάξει, κυρίως ομαδοποιώ με βάση τη σημασία της και με
βάση τη συγγένεια που έχει με άλλες λέξεις που υπάρχουν.
“F.A.M: Mainly I try to group according to their own meaning as well as the relation that it
might have with the other words.”
Re: Σημασιολογική συγγένεια δηλαδή.
RE: You mean, meaning relationships.
F.A.M: Σημασιολογική, ναι. Θέλω να βρίσκω συνώνυμες λέξεις, να δω οι
λέξεις σε ποιες εκφράσεις μπορώ να τις χρησιμοποιήσω, να δημιουργώ phrasal
verbs, ε, να βρίσκω τα αντίθετα αυτής της λέξης, ώστε να καταλάβω καλύτερα
το νόημά της.” (By F.A.M)
F.A.M: Meaning relationship, yeah. I want to find synonyms to see in which expressions
could I use particular words, how could I create phrasal verbs, eh, find opposites in order to
understand their meaning better. (By. F.A.M)
63.
“Αλλά πάλι δεν νομίζω να το’ κανα. Ίσως ας πούμε να κρατήσω λέξεις οι
οποίες ακούγονται παρόμοια ή έχουνε ίδια..ξέρεις..την ίδια οικογένεια..ίσως,
ίσως, εντάξει..αλλά όσο έχει..έχει να κάνει με εννοιολογικό.. (By E.M.M)
“But again I don’t think I would do it.. I might keep in my mind words which sound similar
or have the same..you know..the same family..maybe, maybe, ok..butwhen it has to do with
meanings..”(By E.M.M)
64.
« Όχι, δεν μου το’ χουν προτείνει» (By M.M.M)
“No, I wasn’t introduced to it” (By M.M.M)
65.
“Με μία εικόνα, με μία λέξη δεν ξέρω..κάτι..μια κίνηση όπως είπες.. Τώρα
αυτό δηλαδή τώρα όταν είναι κάτι γνώριμο ή απλό ή έτσι που δε σου
χρειάζεται αυτό το πράγμα δεν το κάνεις, όταν είναι κάτι που έχει μια
δυσκολία να θυμηθείς μετά από πέντε λεπτά ξέρω εγώ θα το συνδέσεις με κάτι
που είναι πιο..με κάτι που μπορεί να φαίνεται πιο να σε..είναι αυτό το trigger
που..” (By Α.Σ.Μ)
“With an image, a word I don’t know..something..a movement as you said..Now I mean
now this is something already known or even simple which is not necessary for you, when
you find it hard to remember then you might associate it with something within five
minutes which is more…which something which seems as more..the so-called trigger.” (By
Α.Σ.Μ)
66.
“Μερικές φορές, ναι. Εξαρτάται δηλαδή κι απ’ το συνειρμό που έχει. Άμα
δηλαδή είναι μια λέξη η οποία όταν τη φέρεις ξαφνικά μες στο μυαλό σου..σου
θυμίζει κάτι που όντως έχει και την έννοια της λέξης, πιστεύω θα βοήθαγε.”
(By Α.Σ.Μ)
“Sometimes yeah. It depends on the association it makes. If for example it’s a word that if
you bring it into your mind..it reminds you of something which actually has the meaning of
the word, then I believe this would help.” (By Α.Σ.Μ)
67.
“Nαι καταλαβαίνω..αυτό το έχω μάθει αλλά δεν..όχι, άμα ήτανε για κάθε λέξη
να καθόμουν να φτιάξω ένα στιχάκι, δηλαδή..είπαμε, εντάξει, δεν..”
“Yeah, I understand..i know thid technique but no.. no, it it would be to make a rhyme for
every single word..no..ok..no..” (By M.M.M)
62.
(By E.M.M)
68.
“RE: Α, έφτιαχνες στιχάκια ή τραγούδια που να σε κάνουν να θυμάσαι το
νόημα μιας λέξης με βάση την ομοιοκαταληξία;
“RE: Did you make little poems or songs that would help you to remember the meaning of
a word according to the rhyme?
M.M.M: Όχι.
M.M.M: No.
RE: Πιστεύω..να φανταστώ δεν κάνατε κάτι τέτοιο στο σχολείο..
RE: I imagine that you didn’t do something like this at school?
- 141 -
M.M.M: Όχι.” (M.M.M)
M.M.M: No (By M.M.M)
69.
" Δηλαδή η μητέρα μου ας πούμε θέλει κι αυτή να μάθει Αγγλικά, εντάξει,
ήθελε να βελτιώσει τα Αγγλικά της και..την έβλεπα, έκανε κάτι περίεργα..εγώ
όχι, όχι." (E.M.M)
"Because, well, my mum wanted to learn English with me as well, she wanted
to improve her English and..i could see her, she was doing some weird
movements..me? No, I didn't " (By E.M.M)
70.
«Όχι δεν μου την έμαθε κανείς» (M.M.M)
“No, nobody taught me this technique” (M.M.M)
71.
“Πάντα, ναι, πιστεύω ότι η επανάληψη είναι η μήτηρ μαθήσεως και..και δεν
μπορείς να μάθεις μια νέα λέξη αμα δεν, άμα δεν την επαναλάβεις αρκετές
φορές, ειδικά όταν είσαι μικρός”. (By F.A.M)
“Always, yeah, I believe that revision is the mother of every knowledge and..and you can
not learn a new word if you don’t..if you don’t repeat it many times especially when you
are young.” (By F.A.M)
72.
“Ναι, η επανάληψη είναι το μυστικό της επιτυχίας.” (By Α.Σ.Μ)
“Yeah, revision is the key of success.” (By Α.Σ.Μ)
73.
“RE: Κάνεις συχνές επαναλήψεις του νέου υλικού;
“RE:Do you often review the new material you learn?
E.M.M: όχι, όχι. Αυτό ήταν πολύ κακό αλλά όχι.
E.M.M:No, no. That was really bad but no.
RE: όταν συνέπιπτε ένα διαγώνισμα ή ένα τεστ;
RE:What if you had to sit a test/exam in English?
E.M.M: Τότε, ναι, εντάξει.
E.M.M:Then yeah, of course.
RE: Μόνο τότε..από μόνος σου
RE: Only then. Could you arrange to do it by yourself?
E.M.M: Aπό μόνος μου δεν υπήρχε περίπτωση.” (By E.M.M)
E.M.M: There would be no chance to do it on my own.” (By E.M.M)
“RE: Κάνεις συχνές επαναλήψεις του νέου υλικού που μαθαίνεις;
“RE: Do you often review the new learnt material?
M.M.M: Όχι.
M.M.M: No.
RE: Μήπως όταν τύχαινε να κάνεις επανάληψη τύχαινε να είναι τέστ ή
διαγώνισμα για να γυρίσεις πίσω.
RE: Did it often happen to revise with a view to sitting a test?
74.
M.M.M: Γενικά εγώ δε διάβαζα πολύ αλλά όταν ήτανε ένα..σε κάποιες
περιπτώσεις, ναι, τα περνούσα”. (Μ.Μ.Μ)
75.
“ Φωτογραφικά προσπαθώ να τα μαθαίνω.. Δηλαδή άμα δω μια λέξη σ’ένα
κείμενο μπορώ να θυμηθώ ολόκληρο το κείμενο και τι σημαίνει η λέξη ας
πούμε, μέρος του κειμένου. Δηλαδή θυμάμαι, βλέπω μια λέξη, δηλαδή
θυμάμαι ότι αυτή τη λέξη την είχα δει σε αυτό το κείμενο, ε, που
M.M.M: Generally speaking I didn’t study too much but in some cases I used to revise.”
(By M.M.M)
“I try to learn using the photographic method..i mean, if I see a word on a text then I could
remember all the text together with the meaning of the word or part of the text. I mean, I
remember, when I see a word, I mean I can remember that I have seen this word into a text,
eh, which means..something..and the text talks about something related to it.” (By E.M.M)
- 142 -
σημαίνει..κάτι τέτοιο σημαίνει με το κείμενο.” (By E.M.M)
76.
“Δε ξέρω, τα κορίτσια δε χρησιμοποιούν το..φωτογραφικό..τη φωτογραφική
μέθοδο ας πούμε. Που είναι η πιο τεμπέλικη αλλά..αποδίδει αν μπορείς να τη
χρησιμοποιήσεις.” (By F.A.M)
“I don’t know, the girls do not use the..photo..the photo memory method. Which is the
laziest one of all but..it works if you know how to use it.” (By F.A.M)
77.
“Συνήθως..εννοείς όταν καταλαβαίνω όταν είμαι αγχωμένος..συνήθως ναι.
Αλλά..σπάνια δηλαδή να αγχωθώ. Το πιο ίσως το πιο πιθανό είναι, ντάξει..ε,
δε μας παρατά κι αυτή ντά..και..ναι. Αλλά σπάνια, σπάνια.” (E.M.M)
“Maybe sometimes…you mean when I feel stressed..sometimes yeah. But..i rarely feel
stressed. Most probably,Ok, eh, I would say..leave me alone and..bla bla bla..and yeah..But
rarely rarely.” (By E.M.M)
78.
Α.Σ.Μ: Το αποδέχομαι.
A.Σ.Μ: I admit it.
RE: Τι αποδέχεσαι;
RE: What is that you admit?
Α.Σ.Μ: Το άγχος. (A.Σ.Μ)
A.Σ.Μ: My stress. (By A.Σ.Μ)
“Άβολα”, «Περίεργα [..] Θα..κατεβάσω το κεφάλι μου [..] απλά προσπαθώ ας
πούμε, όχι προσπαθώ αλλά θα έχω μάθει μετά από αυτή την εμπειρία ότι δεν
είναι έτσι, είναι αλλιώς.» (A.Σ.Μ)
“Uncomfortable [..] I would turn my head down [..] simply I give it a try, no, I give it a try
but after this experience I would know that it’s not like this..it’s like that.”
79.
(By A.Σ.Μ)
80.
“Όταν είσαι κάτω και κάθεσαι και κλαίς τη μοίρα σου, ε, δε γίνεται τι είναι
αυτό το πράγμα. Φυσικά τολμάς, σηκώνεις χέρι, είσαι εκεί, κάνεις λάθος; Το
μαθαίνεις και την επόμενη φορά το λες σωστά.” (G.E.M)
“When you are down and toy cry your bad destiny nothing could be done. Of course you
should give it a try, raise your hand, be there, you do a mistake? You’ll have to learn it and
next time you’ve got to say it right.” (By G.E.M)
81.
“Α, καλά όχι αυτό δεν με..απασχολεί και ιδιαίτερα..άμα δεν θέλουν να μην τ’
ακούσουν, ας πούμε, εντάξει.” (Ε.Μ.Μ)
“Eh, ok it’s not something that matters a lot to me..if they don’t want to listen to me then
they shouldn’t listen.” (By E.M.M)
82.
“ Όχι ιδιαίτερα. Ψυχολογικά ναι. Ε, δηλαδή, ας πούμε, θα αισθανθώ ωραία
όταν πετύχω κάτι ας πούμε, θα πω, ωραία, πολύ ωραία. Πολύ καλό.
Αλλά..δηλαδή του στιλ, σήμερα πέρασα, θα βγω εκεί πέρα..όχι τόσο
πολύ..(E.M.M)
“Not really, Psychologically, yeah. Eh, I mean, let’s say that I would feel good if I achieve
something; I would say, very good, very good. But I am not like.. ok today I passed my
exams I am going out..not as much” (By E.M.M)
83.
“Γιατί άμα το κάνω θα γίνω τεμπέλης. Ε, ουσιαστικά η ανταμοιβή μετά από
μια εργασία ποια είναι; δηλαδή εντάξει, είναι μια σκληρή δουλειά που έχεις
κάνει. Θα κάτσεις να χαζέψεις..” (A.Σ.Μ)
“Because if I do it I am going to end up feeling lazy. Eh, basically, my reward after a
project work what is it? I mean, ok it was a hard work which is done by you and then you
may sit back and relax.”(By Α.Σ.Μ)
84.
“Ε, το σφίξιμο εδώ πέρα..είσαι σε εγρήγορση κι αυτά.. “(E.M.M)
“I feel a shrink over here..i am extremely stimulated..all these..” (By E.M.M)
85.
«Σε περίπτωση άγχους το μάτι μου κάνει έτσι..» (M.M.M)
“When I am stressed my eye goes like this.” (M.M.M)
- 143 -
86.
“δύσπνοια” (A.Σ.Μ)
“I can’t breath.” (ByA.Σ.Μ)
87.
“Γιατί θέλει οργάνωση ας πούμε κάθε μέρα να κάθεσαι να γράφεις, κάθε μέρα
δηλαδή..δεν..” (E.M.M)
“Because it requires organization. Let’s say everyday you should write down in there..i
mean..no..” (By E.M.M)
88.
“Ε, ναι βοηθάει αυτό να εκτονώνεσαι όταν νιώθεις κουρασμένος ή αγχωμένος
ας πούμε να το λες στον άλλον που μπορεί να είναι στην ίδια κατάσταση ας
πούμε βοηθάει κι αυτός να σου πει ότι ναι κι εγώ είμαι. Νιώθεις πιο
φυσιολογικός.” (A.Σ.Μ)
“Eh, yeah it helps to release your tension when you are tired or stressed to someone else
who might be in the same state like you, to hear from someone else that..yeah I am feeling
like this as well. It makes you feel more normal.” (By A.Σ.Μ)
89.
“Όχι, μ’ αρέσει να μοιράζομαι κάποια απ’ αυτά. Κάποια τα κρατάω για μένα.
Πάντα μ’ αρέσει να τα μοιράζομαι και δεν είναι όλοι οι συμμαθητές το ίδιο.
(G.E.M)
“No, I like sharing some of my feelings. Some of them are for myself. I always liked
sharing my feelings with the others; however not all classmates are the same” (By G.E.M)
90.
“Να σκέφτομαι κάτι ευχάριστο, ας πούμε ότι θα μπω και θα τελειώσω σε
λίγο..δεν είναι ανάγκη. Προσπαθώ να ηρεμήσω τον εαυτό μου με το να
σκεφτώ κάτι πιο ωραίο. Ας πούμε ότι μετά θα πάω για καφέ, κάπως έτσι.”
(X.M.F)
“ Yeah I tend to think of something pleasant, let’s say that I will finish it very soon..no
need to worry. I try to calm myself by thinking of something positive. Let’s say that after
wards I might go out for a coffee with friends, something like this.” (By X.M.F)
91.
“Εεμμ..προσπαθώ να..προσπαθώ να σκέφτομαι θετικά να λέω ότι όλα θα πάνε
καλά και ότι θα τα καταφέρω ανεξαρτήτως του τι θα συμβεί στο τέλος, θα
προσπαθώ να χαλαρώσω, αυτό..και όταν κάποιος είναι σίγουρος ότι ξέρει κάτι
για παράδειγμα όταν θα πας να δώσεις κάποιο επίπεδο, κάποιο πτυχίο στα
Αγγλικά όπως η pre lower, η lower ή το proficiency για παράδειγμα, το οποίο
δεν το ’χω πάρει, τότε όταν είσαι σίγουρος για τις γνώσεις σου είσαι μια χαρά
δεν χρειάζεται να ανησυχείς, πολλές φορές προσπαθώ να καλμάρω τον αυτό
μου.” (T.P.F)
“Eh, I try to..i try to think positively, to say to myself that everything will be fine and I am
gonna make it regardless of what might happen in the end, I would try to relax..and if
someone is sure of their knowledge in English, then when you go to sit entry exams for a
particular level such as pre lower, lower or proficiency level, which I didn’t get yet; then
when you are sure of your knowledge then you are fine and you don’t have to worry,
sometimes I try to calm myself down.” (By T.P.F)
92.
RE: Προσπαθείς να κάνεις κάτι για να το μειώσεις;
“RE: Do you do something to reduce your stress?
A.S.F: Δε μπορώ, δε μπορώ, προσπαθώ αλλά δε μπορώ. (A.S.F)
A.S.F: I can’t, I can’t, I try but I can’t. (By A.S.F)
93.
“Θα μ’ ενδιαφέρει..να μάθω έστω κι απ’ τα λάθη μου. Δεν θα με νοιάξει το αν
με κοροϊδέψουν κάποιοι ή αν θα το θωρήσουνε λάθος γιατί πιστεύω ότι όλοι οι
άνθρωποι κάνουνε λάθη και τα λάθη είναι για τους ανθρώπους, αν δεν κάνεις
λάθη, δεν θα μάθεις.” (G.M.F)
“I would be interested to learn from my mistakes. I wouldn’t mind if some of my
classmates would make fun of me or if they consider it as a mistake of mine to say
something because I think that everyone does mistakes and the mistakes are for the
humans; if you won’t make mistakes then you won’t learn.” (By G.M.F)
94.
“P.T.F: Την άλλη φορά δεν θα κάνεις λάθος. Προσπαθούσα να θυμηθώ το
λάθος και ξέρεις να το κάνω, ξέρεις να το διορθώσω μέσα μου ώστε την
επόμενη φορά που θα το ξαναπώ να πω το σωστό.” (P.T.F)
“P.T.F: (I say to myself:) Next time you won’t make any mistake. I was trying to remember
my error and, you know, to make it you know..to correct it inside my mind so that next
time I will say it correctly” (By T.P.F)
- 144 -
95.
“Ε..ναι με το να ακούω θετικά σχόλια από το οικογενειακό μου περιβάλλον.
Μ’ αυτό τον τρόπο..” (G.M.F)
“Eh.. yes by listening positive comments from my family environment. In this way..” (By
G.E.M)
96.
“ Ε, εντάξει, χαίρομαι, αυτό αλλά ν’ αρχίσω να κάνω κομπλιμέντα στον εαυτό
μου, όχι. (A.S.F)
“Ok, I feel happy but not to the extent that I would start paying compliments to myself,
no.” (By A.S.F)
97.
“Όταν αγχώνομαι ε..ε. όταν είμαι αγχωμένη ίσως να κάνω κάποιες κινήσεις, να
παίζω με τα δάχτυλά μου ή κάτι τέτοιο, ναι, το’ χω παρατηρήσει αρκετές
φορές. Ή όταν είμαι πολύ-πολύ αγχωμένη να σφίγγεται το στομάχι μου. Ε,
προσπαθώ να ηρεμήσω, προσπαθώ να ηρεμήσω.. όταν είμαι χαρούμενη, ναι
διακρίνω χαμόγελο ή όταν δεν μπορώ να..βασικά αυτό, ναι, διακρίνω πάρα
πολλά συμπτώματα πάνω στο σώμα μου όπως αυτό με τα δάχτυλα που σου
είπα ότι παίζω με τα δάχτυλά μου όταν..ε..παίζω με τα δάχτυλά μου όταν δεν
μπορώ να..ε..να αισθανθώ πολύ βολικά με το περιβάλλον ή με κάποια
συζήτηση ή κάτι τέτοιο..” (G.M.F)
“When I am stressed..eh..eh..when I am stressed I tend to do particular movements such as
to play with my fingers or something like that, yeah, I have observed myself doing this
many times. Also, when I am very-very stressed my stomach is shrinking. Eh, I try to calm
myself, I try to calm myself..when I am happy, yeah I can see myself smiling or when I
cannot..basically this, yeah, I can observe some symptoms on my body such as my playing
with my fingers as I already said, eh, I play with my fingers when I cannot..eh..feel very
comfortable with the environment or a conversation or something like this.” (By G.M.F)
98.
“Ε..ταχυκαρδία το στομάχι μου δενόταν κόμπος, δεν έβγαινε η γλώσσα για να
μιλήσω, το αισθανόμουνα, ναι.” (X.M.F)
“Eh, my heart was beating fast, my stomach was shrinking, I was lost for words, I could
feel it, yeah” (By X.M.F)
99.
“Στο μυαλό μου περισσότερο τελευταία [..] το κρατώ στο μυαλό μου τώρα..”
(G.M.F)
“Lately I do it mentally mostly..I’d rather keep it in my mind mostly, yeah ” (By X.M.F)
100.
“Αναλόγως το πόσο κοντά νιώθω τον άλλον..Δηλαδή δεν έχει να κάνει με την
ιδιότητά του αλλά με το ότι..πως θα νιώθω εγώ..” (P.T.F)
“It depends on the level of intimacy that I might have with the other person..I mean, it
doesn’t have to do with their occupation..it’s more related to my way of feeling” (By
P.T.F)
- 145 -
Appendix L:Interview extracts in Greek-English for the discussion section.
Number Interview transcription in English translation
Greek
1.
“Θεωρώ ότι κάποιες στιγμές οι γυναίκες έχουνε
περισσότερο..περισσότερο θέληση να μάθουνε
κάποια πράγματα απ’ ότι οι άντρες για
παράδειγμα. Ίσως οι άντρες να θέλουν να
ασχοληθούν πιο πρακτικά με κάτι παρά έτσι.”
(By G.M.F)
“I consider that sometimes females are more…more willing to learn
some things compared to men. It might be that men are more willing
to deal with more practical stuff than ladies.” (By G.M.F)
2.
“Τις βρίσκω πιο αποτελεσματικές, πιο
οργανωμένες, πιο πειθαρχημένες, πιο
συνεργάσιμες και πάνω απ’ όλα όταν είναι
δουλειά κάνουν δουλειά. (G.E.M)
“I find them more effective, more organized, more disciplined, more
cooperative and above all they work when they know they have
to.”(By G.E.M)
3.
A.S.F: Ε.. ε..πρέπει να μα..ε..πώς το λένε..επειδή
είναι στην εύρεση εργασίας για παράδειγμα
έτσι, μπορεί να..πολλοί άνθρωποι δυστυχώς δεν
προσλαμβάνουνε γυναίκες μόνο και μόνο.. λόγω
του φύλου τους, έτσι; Οπότε θα χρειαστεί
αυτόματα να έχουν κάποια προσόντα. Και ένα
πτυχίο παραπάνω είναι ένα προσόν. [..]Ε, θα
χρειαστεί να της δώσουνε κάποια στιγμή άδεια,
σε εγκυμοσύνη, γιατί έπεσε, μπορεί να μην
αντέχουνε σε τόσες ώρες δουλειάς όσο οι
άντρες, ε, εντάξει τώρα.
A.S.F: Eh..eh..you have to..eh..how can I say that..regarding the job
opportunities available for example, many employers do not prefer to
hire females just because of their gender, OK? So, females need to
have more qualifications; maybe one certificate more could be an
important benefit.[..] Eh, they might need to issue a maternity leave
to the women employees; also females might not be able to manage
working too many hours compared to men, eh, OK.
RE: So, in a way are you trying to improve yourself?
A.S.F: Yeah, yeah ,yeah, yeah, yeah.” (By A.S.F)
RE: Οπότε προσπαθείς ουσιαστικά να
βελτιώσεις τον εαυτό σου..
A.S.F: Ναι, ναι, ναι, ναι, ναι.” (A.S.F)
4.
“σου έλεγαν στο φροντιστήριο πάρα εκατόν
πενήντα λέξεις για σήμερα για να τις μάθεις,
αυτό δεν νομίζω ότι βγάζει πουθενά. Δηλαδή
απλά θα τους μά..άντε να τους μάθεις μέχρι την
επόμενη μέρα που θα σ’ εξετάσει, να τις
θυμάσαι ας πούμε τα πρώτα πέντε λεπτά που τις
διάβαζες τις λέξεις πριν πας φροντιστήριο στο
δρόμο, να μάθεις ας πούμε τα πρώτα πέντε
λεπτά τις λέξεις και μετά να τις έχεις ξεχάσει
κατ’ ευθείαν.”(E.M.M)
“They used to tell me in the preparatory school take a hundred and
fifty words for today and you must learn them; I don’t think that this
method can be effective. In other words, Ok, you will learn..you
might manage to learn them for the next days’ classes because you
will be tested. You might remember them during the first five
minutes after giving them a glance on your way to the preparatory
school and afterwards you can forget them.”(By E.M.M)
5.
Μ.Μ.M: Το επίπεδο του να..οιοι καθηγητές που
βγαίνουν να..έχουνε τελειώσει εδώ τη σχολή
τους να έχουνε κάνει μεταπτυχιακά..δεν ξέρω,
μπορεί να είναι καλύτερο το επίπεδο. Σε
επαρχιακές πόλεις πάνε συνήθως ε..Μπορεί να
πάει ο οποιοσδήποτε σε επαρχιακή πόλη και
ν’ανοίξει φροντιστήριο, δεν έχει να κάνει με τις
σπουδές του..(M.M.M)
M.M.M: the level of the the teachers in cities like here might be a lot
better especially if they travel abroad, maybe they might continue for
Masters degrees..i don’t know. In rural areas, where I come from, go
the..Well anyone can go to any rural area and open his/her own
preparatory school; it doesn’t have to do with his/her studies..(By
M.M.M)
6.
E.M.M:Ναι ως ένα σημείο γιατί το σκεπτικό ας
πούμε των καθηγητών ήταν να βοηθήσουν αλλά
το θέμα είναι ότι σου δίνουν τις στρατηγικές για
να μάθεις αλλά δε σου δίνουν κίνητρα. Δηλαδή
όταν σου δίνουν σαν κίνητρο..όταν σου δίνουν
σαν κίνητρο ότι υποχρεωτικά θα μάθεις Αγγλικά
γιατί πολύ απλά μετά δεν μπορείς να
E.M.M: Yeah, up to a certain point because the main consideration of
the teachers was to help you and teach you the strategies but they did
not give you motivation. For instance, when they motivate you..when
they set something as a motive then you will definitely learn English
because simply you might not be able to continue your studies
further without it. Eh, I don’t think that the current situation is the
most appropriate for a young child to learn. So the child might react
- 146 -
ανταπεξέλθεις χωρίς αυτό, ε δε νομίζω ας πούμε
για το μικρό παιδί ο καλύτερος τρόπος να μάθει.
Οπότε και το παιδί ας πούμε σ’ αυτό το σημείο
αντιδράει, δηλαδή δεν πρόκειται το κράτος ή
τον καθηγητή να του πει ας πούμε. Σ’ εμένα ας
πούμε έτυχε κι έμαθα. Σε άλλους που τυχαίνει
και δε μαθαίνουν, δηλαδή..δεν..βοηθάνε στον
τρόπο για να μάθεις αλλά δεν..είναι σαν να
θέλουν να σου μάθουν όταν δε θέλεις Αγγλικά,
κατάλαβες;
RE: Α, δηλαδή πιστεύεις ότι σε σένα έλειπε το
κίνητρο..
to the tactics of the teacher because no colleague or government
would ask the teacher to change his/her technique. As far as I am
concerned it happened for me to learn. As far as others are
concerned, it happens and they don’t. In other words, they do not
help you to find the way to learn.. it’s something like they want to
teach English to you when you don’t want to; did you get me?
RE: Ah, in other words, do you think that you had no motivation?
E.M.M: I think that yeah, they gave me strategies but in the wrong
way.
(By E.M.M)
E.M.M: Πιστεύω ότι..ναι, μου δώσανε
στρατηγική αλλά με λάθος τρόπο.
(E.M.M)
7.
“Ήτανε κάτι πολύ πέρα από τα δεδομένα...”
(A.S.F)
“Teaching Learning Strategies was something out of the ordinary…”
(By A.S.F)
- 147 -