HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING
Compensation strategies are vital for foreign language learners to overcome difficulties in acquiring a second language. According to Oxford (1990), these strategies help learners “overcome knowledge limitations in all four skills” (p. 90), making them essential for effective language acquisition. T...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Fakultas Sastra, Universitas Islam Sumatera Utara (UISU)
2024-12-01
|
| Series: | Language Literacy: Journal of Linguistics, Literature, and Language Teaching |
| Subjects: | |
| Online Access: | https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/8766 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832582266122928128 |
|---|---|
| author | Tania Tahmina |
| author_facet | Tania Tahmina |
| author_sort | Tania Tahmina |
| collection | DOAJ |
| description | Compensation strategies are vital for foreign language learners to overcome difficulties in acquiring a second language. According to Oxford (1990), these strategies help learners “overcome knowledge limitations in all four skills” (p. 90), making them essential for effective language acquisition. This study investigates the preferred compensation strategies of high- and low-proficiency English learners at Jagannath University, Dhaka, Bangladesh, using a mixed-methods approach. Data collection involved the Strategy Inventory for Language Learning (SILL) questionnaire designed by Oxford, alongside semi-structured interviews to enrich the qualitative findings. Results indicate distinct preferences based on proficiency levels: high-proficiency learners frequently employed Strategy 6: “If I can’t think of an SL word, I use a word or phrase that means the same thing” (40%). Meanwhile, low-proficiency learners favored Strategy 1: “To understand unfamiliar SL words, I make guesses” (66.66%). These findings highlight the significance of adapting teaching approaches to address diverse learner needs, ultimately enhancing language learning efficiency and effectiveness. |
| format | Article |
| id | doaj-art-d0cb00d4e28144a5a274b854c1939b6f |
| institution | Kabale University |
| issn | 2580-8672 2580-9962 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Fakultas Sastra, Universitas Islam Sumatera Utara (UISU) |
| record_format | Article |
| series | Language Literacy: Journal of Linguistics, Literature, and Language Teaching |
| spelling | doaj-art-d0cb00d4e28144a5a274b854c1939b6f2025-01-30T03:10:44ZengFakultas Sastra, Universitas Islam Sumatera Utara (UISU)Language Literacy: Journal of Linguistics, Literature, and Language Teaching2580-86722580-99622024-12-018265866610.30743/ll.v8i2.87666406HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNINGTania Tahmina0Jagannath University, Dhaka 1100, BangladeshCompensation strategies are vital for foreign language learners to overcome difficulties in acquiring a second language. According to Oxford (1990), these strategies help learners “overcome knowledge limitations in all four skills” (p. 90), making them essential for effective language acquisition. This study investigates the preferred compensation strategies of high- and low-proficiency English learners at Jagannath University, Dhaka, Bangladesh, using a mixed-methods approach. Data collection involved the Strategy Inventory for Language Learning (SILL) questionnaire designed by Oxford, alongside semi-structured interviews to enrich the qualitative findings. Results indicate distinct preferences based on proficiency levels: high-proficiency learners frequently employed Strategy 6: “If I can’t think of an SL word, I use a word or phrase that means the same thing” (40%). Meanwhile, low-proficiency learners favored Strategy 1: “To understand unfamiliar SL words, I make guesses” (66.66%). These findings highlight the significance of adapting teaching approaches to address diverse learner needs, ultimately enhancing language learning efficiency and effectiveness.https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/8766compensation strategies, high-proficiency learners, low-proficiency learners, language learning |
| spellingShingle | Tania Tahmina HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING Language Literacy: Journal of Linguistics, Literature, and Language Teaching compensation strategies, high-proficiency learners, low-proficiency learners, language learning |
| title | HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING |
| title_full | HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING |
| title_fullStr | HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING |
| title_full_unstemmed | HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING |
| title_short | HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING |
| title_sort | high proficiency and low proficiency learners compensation strategies use in english language learning |
| topic | compensation strategies, high-proficiency learners, low-proficiency learners, language learning |
| url | https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/8766 |
| work_keys_str_mv | AT taniatahmina highproficiencyandlowproficiencylearnerscompensationstrategiesuseinenglishlanguagelearning |