Master minor programme thesis English linguistics: An exploratory study on language learning strategies use of students from ULIS - Southern New Hampshire university (USA) joint bachelor program

Master minor programme thesis English linguistics: An exploratory study on language learning strategies use of students from Ulis southern new hampshire university (USA) joint bachelor program
Nội dung trích xuất từ tài liệu:
Master minor programme thesis English linguistics: An exploratory study on language learning strategies use of students from ULIS - Southern New Hampshire university (USA) joint bachelor program VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE AND POSTGRADUATE STUDIES **************************** LƯU HỒNG TRANG AN EXPLORATORY STUDY ON LANGUAGE LEARNING STRATEGIES USEOF STUDENTS FROM ULIS - SOUTHERN NEW HAMPSHIRE UNIVERSITY (USA) JOINT BACHELOR PROGRAMNghiên cứu thăm dò về việc sử dụng chiến lược học tập ngôn ngữ của sinh viên chương trình đào tạo cử nhân liên kết giữa trường Đại họcNgoại ngữ - ĐHQGHN và trường Đại học Southern New Hampshire (Hoa Kỳ) M.A. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE AND POSTGRADUATE STUDIES **************************** LƯU HỒNG TRANG AN EXPLORATORY STUDY ON LANGUAGE LEARNING STRATEGIES USEOF STUDENTS FROM ULIS - SOUTHERN NEW HAMPSHIRE UNIVERSITY (USA) JOINT BACHELOR PROGRAMNghiên cứu thăm dò về việc sử dụng chiến lược học tập ngôn ngữ của sinh viên chương trình đào tạo cử nhân liên kết giữa trường Đại họcNgoại ngữ - ĐHQGHN và trường Đại học Southern New Hampshire (Hoa Kỳ) M.A. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : Dr. Ngu n Th Ngọc Quỳnh HANOI – 2016 DECLARATION I, Luu Hong Trang, declare that the thesis entitled “An exploratorystudy on language learning strategies use of students from ULIS-SouthernNew Hampshire university (USA) joint bachelor program” reports the resultof the study conducted by myself. The minor thesis is submitted to theFaculty of Graduate and PostGraduate Studies - University of Languages andInternational Studies - Vietnam National University, Hanoi for Degree ofMaster in Teaching English Methodology. It has not been publishedanywhere. Hanoi, 2016 Lưu H ng Trang i ACKNOWLEDGEMENT First and foremost, I would like to send my sincere thanks to mysupervisor, Dr. Nguyen Thi Ngoc Quynh, for her valuable guidance, helpfuladvice, recommendation, and encouragement during the time I tried tocomplete this minor thesis. Without her supervision, this work would neverhave been possible. Besides, I would like to thank all the teachers of the Faculty ofGraduate and PostGraduate Studies - University of Languages andInternational Studies - Vietnam National University, Hanoi for their valuablelectures, whose knowledge is the foundation for my thesis. My deepest thanks also go to all students studying at the joint bachelorprogram between University of Languages and International Studies andSouthern New Hampshire University, USA. Without their activeparticipation, I would not have fulfilled this study. Finally, I would like to express my biggest love and thanks to myfamily, my close friends and my colleagues at Centre for InternationalEducation, ULIS, VNU for their unconditional support during the time Iconducted my research. It was all of them who gave me the will to completethis challenging work. ii ABSTRACT This study examines the influence of some variables namely gender,motivation and experience of English language learning on the use oflanguage learning strategies by students at the joint bachelor program betweenUniversity of Languages and International Studies, Vietnam NationalUniversity, Hanoi and Southern New Hampshire University, USA. The studymade use of guided narratives to collect demographic information from theparticipants and Oxford‟s Strategy Inventory for Language Learning (SILL)version 7.0 to determine the relationship between the variables and thestudents‟ use of language learning strategies. The findings revealed thatgender difference is not one of the factors contributing to the differences inthe choices of language learning strategies. On the other hand, motivation andexperience in learning English have effect on the selection of languagelearning strategies to some extent. Students with high level of motivation useMeta-cognitive strategies with higher frequency t ...