WHAT STUDENTS OF LCTLS WANT THEIR TEACHERS TO KNOW 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

BACKGROUND National Capital Language Resource Center (NCLRC) 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.

PURPOSE OF CURRENT NCLRC STUDY Explore how US college students learn ArabicChineseJapaneseKorean

RATIONALE FOR THE STUDY Most learning strategy research on Western languages. Good language learners (of Western languages) use similar strategies. Effect of non-Western writing systems on strategy use? Impact of unique grammar and non-cognate vocabulary?

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.

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?

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.

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.

How students study the language Why students are studying the language Student perceptions of effective language instruction

ARABIC - HOW Online listening: repeat many times (text materials) Listen to music online Online authentic materials: use images to guess meaning Use the strategy of inferencing for live listening

CHINESE Text CD: slow with Windows media Repeated listening

CHINESE - HOW Using boxes for reading

CHINESE - HOW Working with NS friends Watching movies Using online listening Using online games & quizzes (Quia)

CHINESE - HOW Listening with an iPod)

JAPANESE - HOW 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

KOREAN Use an online translator

KOREAN Internet radio, Korean music

KOREAN - HOW Use Imagery

ARABIC - WHY Becoming more bankable A mission to learn Getting “a profound sense of the Middle East”

CHINESE - WHY Go into International Politics Just want to speak the language; enjoy the culture Fascinated with China To learn more about my heritage

JAPANESE - WHY Interest in pop culture; anime Career involving Japanese or business with Japan Go for a homestay in Japan

KOREAN - WHY To get in touch with my identity To communicate with my parents or relatives better (adopted child who wants to meet birth mother)

ARABIC - INSTRUCTION Students don’t feel they are getting enough listening practice; must puzzle out what the teacher is saying through her gestures Knowledge of grammar is simple

CHINESE - INSTRUCTION Pairwork can be productive (or not) Partners can let you down Managing time together is crucial Limited knowledge of structures restricts creativity Choral reading is “mind-bogglingly” slow

JAPANESE - INSTRUCTION More reading wanted

JAPANESE - INSTRUCTION Should start with kanji earlier Transition from HS to college: “the jump was hard” because there was more review in HS Students shouldn’t be allowed to NOT speak Japanese in class

KOREAN - INSTRUCTION Understanding teacher’s questions is difficult and stressful: Students under pressure stop listening and guess “what she must be asking”

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.

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.

FOR MORE INFORMATION Please visit the NCLRC website for free resources on language learning strategies and other topics Please visit the NCLRC website for free resources on language learning strategies and other topics Special thanks to our transcribers: Laura Blythe Liu, Kristen D’Avolio, and Candice Michalowicz