TY - JOUR ID - TI - Language learning strategies and their implications for strategy training at the university level in Iraq (Thesis Phd) استراتیجیات تعلم اللغة وانعکاساتها على التدریب الاستراتیجی على المستوى الجامعی فی العراق (اطروحة دکتوراه) AU - Abdul Haq Basher AlKattan عبدالحق بشیر القطان AU - Huseen Ali Ahmed حسین علی احمد PY - 2004 VL - 34 IS - 38 SP - 349 EP - 351 JO - Adab AL Rafidayn اداب الرافدين SN - 03782867 26642506 AB - The present study attempts to investigate language learning strategies. The procedure adopted integrates the theoretical underpinning of the learner strategy literature with practical suggestions for teachers to train their students to be more successful language learners. Therefore, the study falls into two parts. Part one, namely chapters One, Two and Tree, focuses on the types of learning and the approaches to learning. It further defines the concept of strategies, outlines their taxonomies and offers means for assessing students’ learning strategies. A critical evaluation of learning strategies is also presented within this part.Part two, which subsumes chapters Four, five and Six, is mainly empirical in nature. It studies the learning strategies used by a group of Iraqi learners of English at two different levels at the Department of English. College of Education, University of Mosul. The aims of the above survey have been to investigate the significant relationship, if any, between:Language Learning Strategies used by students and language proficiency.Strategy use at different course levels.Strategy use and gender.Strategy use and successful versus unsuccessful learners.Multiple data collection techniques have been used, namely (a) administering a learning strategies self-assessment inventory and (b) conducting group interviews. The main instrument used to measure the frequency of strategy use among students is the Strategy inventory for Language Learning (SILL). The interviews focused on two groups of students: the top and bottom five students from each level of learning. The findings show no significant correlation between strategy use and the subjects’ level of proficiency. On the contrary, students at a higher course level tended to use strategies somewhat differently from students at a lower course level. Therefore, a significant difference was found between third and fourth year students. Strategy use and gender exhibited mixed results. Third year students showed no significant differences between the two sexes whereas fourth year students reported significant differences between males and females. Similar results were obtained conceming the issue of successful versus unsuccessful learners. Statistical analysis of the strategies used by less successful learners indicate the absence of any significant difference between successful and less successful learners. However. fourth year student revealed significant differences between successful and less successful learners in using LLs. The interview data showed that students at both levels reported using the traditional techniques of repetition, memorization, translation, with heavy use of dictionaries. Finally, this part concludes by providing a model for strategy training accompanied by strategy training exercises and suggestions for further research.

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