Abstract Orthographic languages have not been a major focus for second language learning strategy researchers. Much of the strategy research has focussed on English as a second language or English as a foreign language. This is despite the many structural differences, particularly in relation to reading and writing, which might significantly influence patterns of strategy use. Japanese is one orthographic language, which has gained significant popularity as a course of study amongst both university students and high school students, particularly in Australia. Reliable strategy measurement surveys like the Strategy Inventory For Language Learning (SILL, Oxford, S.L. 1990. Language Learning Strategies: What Every teacher Should Know. Newbury House, Harper and Row, New York) have been used extensively throughout the world for over a decade. However, published studies involving the SILL and learners of Japanese are relatively scarce, and many have involved adaptations to the SILL, to account for structural differences. As a result, a gap exists because of the lack of studies regarding the viability of SILL and orthographic languages. A major aim of this study is to test the relevance of the SILL with a small group of undergraduate learners of English speaking background, learning Japanese in a foreign language learning environment. Utilizing the SILL as a basis, it identifies strategy items related to reading and writing, and analyses the mean scores for these literacy related strategies. The result reveals how these beginning learners of Japanese scored highly on most literacy related strategy items contained in the SILL.
[1]
K. Samimy,et al.
Affective Variables and a Less Commonly Taught Language: A Study in Beginning Japanese Classes*
,
1992
.
[2]
Edmund B. Hayes.
Encoding Strategies Used by Native and Non-Native Readers of Chinese Mandarin.
,
1988
.
[3]
R. Oxford,et al.
Cognition Plus: Correlates Of Language Learning Success
,
1995
.
[4]
Michael E. Everson.
Toward a Process View of Teaching Reading in the Second Language Chinese Curriculum.
,
1994
.
[5]
Chuanren Ke,et al.
Using Authentic Cultural Materials to Teach Reading in Chinese
,
1992
.
[6]
Promoting Learner Autonomy: Learning from the Japanese Language Learners' Perspectives.
,
2000
.
[7]
S. Wakabayashi.
Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research
,
2003
.
[8]
Peter Grainger,et al.
Language-Learning Strategies for Learners of Japanese: Investigating Ethnicity.
,
1997
.
[9]
R. Oxford.
Use of language learning strategies: A synthesis of studies with implications for strategy training
,
1989
.
[10]
Rebecca L. Oxford,et al.
Language Learning Strategies: What Every Teacher Should Know
,
1990
.
[11]
Michael E. Everson,et al.
The Effects of Frequency and Density on Character Recognition Speed and Accuracy by Elementary and Advanced L2 Readers of Chinese.
,
1992
.