A STUDY ON LANGUAGE LEARNING STRATEGIES (LLSs) Of UNIVERSITY STUDENTS IN HONG KONG
Kevin Chi-Him Tam
The major purpose of this study was to investigate the relationship between gender, second language proficiency, socioeconomic status, and language learning strategies (LLSs). The data for this research were provided by 50 first year university students from the Hong Kong Polytechnic University, using SILL test version 7.0 developed by Oxford (1990) as the measurement instrument. The Use of English Examination Results (HKALE) was used as a proficiency indicator.
It was found that gender, second language proficiency, and socioeconomic status would affect the user’s use of LLSs. The major finding was that males and females had a significant difference in using Memory, Compensation, Cognitive, Metacognitive, and Social Strategies to learn English, with females using all of these strategies more frequently than males. A positive correlation was found between Compensation, Cognitive, and Social Strategies and the users’ second language proficiency. It was also found that socioeconomic status would greatly influence local university students’ use of Social Strategies. This result provides area for future research since the relationship between socioeconomic statuses since LLSs was seldom investigated in previous studies.
Key words: language learning strategies, gender, socioeconomic status, second language acquisition, English learning