Investigation of the Inter-correlations between Language Learning Strategies, Language Learning Motivation, and English Proficiency:A Case of the Taiwanese Government Officials

• Main Authors: Feng-Chen Chiang, 江鳳珍
• Other Authors: Min-hsun Maggie Su
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/w3bv8j

碩士 === 銘傳大學 === 應用英語學系碩士在職專班 === 103 === Language learning strategies are believed to play a crucial role in second /foreign language acquisition (Chamot & Kupper, 1989; Oxford, 1990; Rubin, 1987; Wenden & Rubin, 1987), and motivation is the most significant predictor of achievement as well as the most influential factor in learning strategy use (Hsiao, 1997; Oxford & Nyikos, 1989). Previous studies showed that successful language learners often use strategies more frequently than less successful ones do (Chamot & Kupper, 1989; Oxford, 1993; Wharton, 2000). In this study, the researcher focused on Taiwanese government officials’ English language learning strategy use, language learning motivation, and its relationship with their English proficiency and educational background. A total of 158 government officials participated in this study. A questionnaire was employed to collect data. It is found that the government officials use compensation strategies most often, while more proficient ones tend to use strategies more frequently, especially cognitive strategies and social strategies. Those who reported spending more time on language learning after taking a government job tended to use more strategies than those who spent less time. Moreover, Taiwanese government officials were found to be more integrative motivated. Their motivation was found significantly correlated with their learning strategy use. The findings should shed light on government officials’ personal and professional improvement in English, and also provide educational and research implications. Keywords: Taiwanese government officials, language learning strategy, language learning motivation, English proficiency