Here’s what you’re getting yourself
into: Advice of Second-Year
Students on Studying Less Commonly
Taught Languages
‘
Anna Uhl Chamot
Jill Robbins
(thanks to Laura Blythe Liu, Kristen
D’Avolio, & Candice Michalowicz)
The George Washington University/
National Capital Language Resource
Center
Washington, DC
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BACKGROUND
National Capital Language Resource
Center (NCLRC) is one of 15 foreign
language resource centers in U. S.
Since 1990 NCLRC has conducted
research on language learning
strategies, both identification and
classroom applications studies.
Learning Strategy Resource Guides
produced for elementary immersion,
high school, and university language
teachers and students.
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PURPOSE OF CURRENT
NCLRC STUDY
Explore how US college students
learn
Arabic
Chinese
Japanese
Korean
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RATIONALE FOR THE STUDY
Our previous learning strategy
research was on learning of Western
languages.
Good language learners (of Western
languages) use similar strategies.
What are the effects of non-Western
writing systems on strategy use?
What is the impact of unique grammar
and non-cognate vocabulary?
How are students using technology in
language learning now?
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PARTICIPANTS
College learners of Arabic, Chinese,
Japanese, or Korean.
Low Intermediate (fourth semester)
level at two U.S. universities.
11 students of Arabic.
10 students of Chinese.
6 students of Japanese.
4 students of Korean.
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QUESTIONS
What are the challenges in learning
(language) ?
What strategies do you use to
overcome these challenges?
What advice do you give to other
students of this language?
How are you learning the target
language culture?
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METHODOLOGY
Record and videotape focus group
interview protocols.
Transcribe interviews verbatim.
Analyze transcripts for learning
challenges and responses.
Identify student perceptions of
effective and ineffective
instruction.
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FOCUS GROUP INTERVIEW
STRUCTURE
Writing task with think-aloud
prompts.
Questions on
Speaking
Reading
Listening
Vocabulary
Culture
Advice to a new student of the
language.
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Advice from
heritage
learners
Get to know the
culture!
Create your own
immersion
environment
Advice from
non-heritage
learners
Non-heritage
learners with native
speaking friends: Get
to know native
speaking friends!
Non-heritage
learners w/o native
speaking friends who
have not spent time
abroad: Study!
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Advice from a heritage learner
Devote time to both informal & formal study
Get to know the culture!
Have Chinese friends
Go to Chinese table
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
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ARABIC
Do the work every day
Be sure you know the vocabulary
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ARABIC
Go in with “a mission to learn”
Understand that knowledge will improve your life
Remember purpose - to get a profound sense of
the Middle East
QuickTime™ and a
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CHINESE
Distributed Practice
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
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CHINESE
Using boxes for reading (chunk text)
QuickTime™ and a
H.264 decompressor
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CHINESE
Make sure this is what you want to do;
Actually study; you’ll get more out of class
Make a work book - print & fill out in class
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
15
CHINESE
Finish other languages first
Be ready to spend forever learning it
Start early (give children toys with
characters)
QuickTime™ and a
H.264 decompressor
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JAPANESE
Use flashcards while playing video
games
Watch movies in Japanese
Make friends and get involved in
martial arts and cultural exchanges
Study radicals to understand kanji
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JAPANESE
It’s hard at the beginning - then you
figure out the rules and how to apply
them
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
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KOREAN
Meet the professor
Make Korean friends
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
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KOREAN
Don’t translate - Use images to create
language
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
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NEXT STEPS
Continue data analysis.
Develop descriptions of learning
strategy applications for each
language.
Produce resource guide for
teaching learning strategies to
students of Arabic, Chinese,
Japanese, and Korean.
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FUTURE RESEARCH
Ways to teach learning strategies
for language-specific challenges.
Effects of strategies-based
instruction (SBI) on student
achievement/proficiency, attitude,
and motivation.
Instructional model for SBI for
non-Western languages.
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FOR MORE INFORMATION
Please visit the NCLRC website for
free resources on language learning
strategies and other topics
http://www.nclrc.org
Special thanks to our transcribers: Laura
Blythe Liu, Kristen D’Avolio, and
Candice Michalowicz
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