1. Second language learning Strategies
PGD, TEFL Research Report
By
Shoaib Muhammad
Supervisor
Mr. Muhammad Javed Iqbal
This research report is submitted in requirement of the degree of
Post graduate diploma TEFL
The Department of English Language and applied linguistics
Allama Iqbal Open University islamabad
2013

2. Abstract
This study is about how learning strategies that are not specificallytaught used for learning a
second language. There are different language learning strategies. To check which strategies
are frequently used by second language learners of Pakistan?For this purpose a structured
interview is conducted. Analysis of collected data shows that most frequent popular language
learning strategy among second language learners is practice. This study would help language
teachers as well as language learners and it would convince syllabus designers to include
more practice activities in language syllabus.

3. Introduction
The most efficient way to heighten languagelearning process is to arm the students with
thelanguage learning strategies which have been proved effective for non-native speakers of
that language. This research report focuses upon different strategies used by non- native
speakers of English in learning English like Pakistani speakers of English language. Students
of foreign language are being encouraged to learn and use a broad range of language learning
strategies that can be tapped throughout the learning process. This research report is based on
the belief that learning will be facilitated by making students aware of the range of strategies
from which they can choose during language learning and use.
Learning Strategies
People do not understand everything when they are born, but have to learn everything so that
they are able to understand. Take learning English for example; not everyone can understand
it, but some non-native speakers can use the language very well. This is not only the case
with English, but also other subjects. However, what exactly is meant by the term “learning
strategy”? As Wenden(1987a:7-8) says “Learning strategies are the various operations that
learners use in order to make sense of their learning”. Also, Williams& Burden (1997)
indicated that when students are involved in a learning task, they have several resources
which they use in different ways to finish or solve the task, so this can be termed process of
learning strategy. In short, language learning strategies are applied by language learners as a
meansto acquireand to useinformation that learners have acquired, stored or recalled, andcan
also promote autonomous learning

4. Classification of language learning strategies
There are many types of language learning strategies a few eminent of them are given below
1. Strategies that directly affect leaning
Clarification/ verification
Monitoring
Memorization
Guessing/ inductive inference
Deductive reasoning
Practice
2. Processes that contribute indirectly to learning
Creates opportunities for practice
Production tricks
1. Cognitive strategies
(1982)
2. Metacognitive strategies
3. Social-affective strategies
1. Cognitive strategies
2. Metacognitive strategies
3. Social-affective strategies
Direct strategies:
Rubin (1981)
Brown & Palinscar
O`Malley et al. (1985)
Oxford (1990)
1. Memory strategies
2. Cognitive strategies
3. Compensation strategies
Indirect strategies:
1. Metacognitive strategies
2. Affective strategies
3. Social strategies
Strategies can be also categorized as either language learning or language use strategies.
Language learning strategiesare conscious thoughts and behaviors used by learners with the

5. explicit goal of improving their knowledge and understanding of a target language. They
include cognitive strategies for memorizing and manipulating target language structures.
The limitations of the study
The present research would be limited only to the strategies that directly affect language
learning. This study is limited only to the use of the following learning strategies
Memorization, Deductive reasoning and guessing/ inductive inference and Practice
Statement of the problem
Pakistani students are facing many problems in English language proficiency, and they are
less equipped with the language learning strategies
Hypothesis
“Pakistani learners learn English by the use of single strategy that is memorization”

6. Methodology
Sampling
The first step of my research was to collect data from Pakistan speakers of English
language.It was impossible to collect data from all Pakistani English language speaker about
their language learning strategies because of limited resources and short period of time. I
narrowed down my research only to the English speakers,both male and female, who were
enrolled in master level program in English language and literature department at
Government college university Faisalabadsince 2012.
Instrumentation
To collect data for this study I adopted interview as instrument for data collection. It was
structured, face to face interview.
Results
Result is given below in the form of table which is derived from the analysis of the data
collected by conducting interview of language learners.
Language skills
Language strategies
Memorization
Deductive reasoning
Practice
and Guessing
Listening
2%
3%
95%
Speaking
89%
1%
10%
Reading
8%
23%
69%
Writing
38%
13%
49%
Vocabulary
45%
23%
32%

7. Use of learning strategies for language skills
95
100
90
80
69
70
60
53
49
45
50
38
40
30
34
2 3
8
guessing
practice
23
20
10
memorization
45
21
13
2
0
litening
speaking
reading
writing
vocabulary
Discussion
Many researchers have given different order of utilization to theses
learning strategies. But the result of this research is distinctive one
which shows that practice is the most frequently used strategy for
learning all language skills. Rather this research rejects my
hypothesis. Thisresearch will prove helpful for language teachers as
well as for language learners.

8. References
Cohen, A. D. (1998). Strategies in learning and using a second language. New
York: Longman
Oxford, R. (1990). Language learning strategies
Wilkins, D.A., Linguistics in Language Teaching, Edward Arnold, London, 1974., (p.168169)
Adams, J.A. (1967) Human Memory. New York: McGraw - Hill.
Allport, G.(1937) Pictorial-Verbal and Analytic-Holistic learning strategies in science
learning. Journal of Educational Psychology, 73, 358 - 368.
Anastasi, A.(1958) Differential Psychology, 3rd edition. New York: Macmillan
nzai, Y. & Simon, H. (1979) The theory of learning by doing. Psychological Review, 86,
Ausubel, D. P.(1963) The Psychology of Meaningful Verbal Learning. New York: Grune &
Stretton.
Griffiths, C., & Parr, J. M. (2001). Language-learning strategies: theory and perception. ELT
Journal, 55(3), 247-254.