The Language Learning Strategies used by High School Students: It’s Relationship to their English Performance
Abstract
Abstract - Studies about the individual learner’s learning behavior towards learning the second language using Language Learning Strategies (LLS) has been a concern since 1970’s (Song, 2005). In line with this, the current research sought to find out what are the (LLS) of the four sections of 4th year students of ICNHS in learning English by utilizing the descriptive-correlation design in a survey form. It was found out that most of the respondents use “practicing and monitoring†as their strategy in learning English in the cognitive and metacognitive aspects, meaning the respondents look for opportunities to speak the language and improve it, and they improve one’s speech when they mispronounced English words and mistakenly used the rules of grammar. It was also found out that only “repeating and monitoring†have significant relationship to the respondents’ grade in terms of cognitive and metacognitive strategies, which means that in order for them to learn the English language they usually recur the language by over drilling and silently run-through and they improve their speech when they misused the rules of grammar and mispronounce words. Thus, language learners must be willingly addressed to themselves the importance and the role of the (LLS) in their language learning since they are a great help to learn the English language.
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Keywords: Language Learning Strategies (LLS); English Performance.
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