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Using the SILL to Record the Language Learning
Strategy Use Suggestions for the Greek EFL
Population Dr. Vassilia Kazamia-ChristouAristo
tle University of ThessalonikiCenter for Foreign
Language Teaching
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What does SILL stand for?

• SILL The Strategy Inventory for Language
  Learning.
• SILL is a questionnaire examining the frequency
  of language learning strategy use.

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• The SILL generates standardized data and group
  summariesbut it does not provide any space for
  individuals creative responses.
  (Oxford, 1993)
• Data triangulation (i.e. eliciting data with
  different elicitation tools) can counterbalance
  such problems.

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• Alderson (1992) suggests that a questionnaire
  includes a pre-conceived idea about what is
  significant on a particular topic.
• However our knowledge expands when we ask
  individuals to talk about this topic.

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• The present study triangulated data elicited with
  the SILL from 356 Greek adult EFL learners and
  data elicited with interviews from 10 learners.
• PURPOSE
• To compare the two sets of data and crosscheck
  SILL data.

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Data triangulation questions

• Which language learning strategies do adult Greek
  EFL learners employ?
• To what extent are these strategies reflected in
  the SILL?

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Structure of the SILL

• It comprises 50 items classified in 6 parts.
• Each part includes strategies with similar
  function. (Memory, cognitive, compensation,
  metacognitive, affective social parts).
• Learners select one of the 5 options to indicate
  strategy frequency.
• The overall score shows how often strategies are
  employed.

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Since its development the SILL

• Has assessed the strategy use of more than 10.000
  learners.
• Has been translated into 14 languagesArabic,
  Chinese, French, German, Greek, Japanese, Korean,
  Portuguese, Russian, Serbo-Croatian, Spanish,
  Swedish, Thai, Ukrainian

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The Research the sample

• 10 Greek adult learners studying English
• 6 were women and 4 men
• Mean age 37 years
• Proficiency level in English Intermediate

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The Research elicitation method

• 3 long interviews (120-150 minutes each)
• 7 short interviews (20 minutes each)
• Examples of interview questions
• What do you think are your strengths and
  weaknesses in English?
• After all these years of learning English have
  you developed any particular learning habits?

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The Research data analysis

• Interview data were examined and strategies were
  identified.
• The frequency of strategy occurrence was coded.
• Interview strategies were compared to SILL
  strategies. Comparison yielded 3 categories of
  strategies.

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Categories of interview strategies

• 1. Interview strategy is similar to SILL
  strategy.
• Interview data I make summaries of what I read
  or hear.
• SILL item 23 I make summaries of information
  that I hear or read in English

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Categories of interview strategies

• 2. Interview strategy is a variation of the SILL
  strategy.
• Interview data I watch English TV serials,
  never read the Greek subtitles and try to listen
  to the words or sentences as they are
  pronounced.
• SILL item 15 I watch English language TV shows
  spoken in English or go to movies spoken in
  English.

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Categories of interview strategies

• 3. Interview strategy does not exist in the SILL.
  It is termed as different.
• Interview data
• If I want to express something in English and I
  do not know the words, I look up the words at the
  Greek-English Dictionary.
• The strategy of using resources is not included
  in the SILL.

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Questions to be answered

• Which SILL items have been reported in the
  interview data?
• Which SILL items have been reported in the
  interview data as variations?
• Which SILL items have not been reported at all in
  the interview data?
• Which are the different (i.e. not included in the
  SILL) strategies that have been reported during
  the interviews?

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MEMORY STRATEGIES
SILL STRATEGIES NOT REPORTED IN INTERVIEWS 5
I remember a new English word my making a mental picture of a situation in which the word might be used. I use rhymes to remember new English words. I use flashcards to remember new English words. I physically act out new English words. I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign.
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COGNITIVE STRATEGIES
SILL STRATEGIES NOT REPORTED IN INTERVIEWS 1
I try to talk like the native English speakers  
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COMPENSATION STRATEGIES
SILL STRATEGIES NOT REPORTED IN INTERVIEWS 1
I make up new words if I do not know the right ones in English  
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METACOGNITIVE STRATEGIES
SILL STRATEGIES NOT REPORTED IN INTERVIEWS 3
I try to find as many ways as I can to use my English  
I plan my schedule so I will have enough time to study English I plan my schedule so I will have enough time to study English
I look for opportunities to read as much as possible in English  
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AFFECTIVE STRATEGIES
SILL STRATEGIES NOT REPORTED IN INTERVIEWS 4
I try to relax whenever I feel afraid of using English I try to relax whenever I feel afraid of using English
I encourage myself to speak English even when I am afraid of making a mistake I encourage myself to speak English even when I am afraid of making a mistake
I notice if I am nervous when I am studying or using English I notice if I am nervous when I am studying or using English
I write down my feelings in a language learning diary I write down my feelings in a language learning diary
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SOCIAL STRATEGIES
SILL STRATEGIES NOT REPORTED IN INTERVIEWS 2
I practice English with other students I practice English with other students
I try to learn about the culture of English speakers I try to learn about the culture of English speakers
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RESULTS

• 25 interview strategies are similar to 25 SILL
  items.
• 19 interview strategies are included in the SILL
  with a variation.
• 31 different (i.e. not included in the SILL)
  strategies were reported in the interviews
• 16 SILL strategies were not reported at all.

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What do these results indicate for SILL?

• Interviewees self report interview data agree up
  to 50 with the content of the SILL.
• Variations suggest problems in the learners
  response.
• E.g. SILL 22 I try not to translate
  word-for-word.
• I also translate what I read and I use a
  dictionary for this purpose.

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3 Variations present a pattern

• 1. Formally practicing grammar
• Int How do you learn grammar?Res Through the
  exercises.Int YesRes Its the theory as
  well. Well ok, in theory you learn about the
  ordinary uses of words. However in doing
  exercises you identify some distinctive features,
  you see some rules, you better realize how
  language works.

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3 Variations present a pattern

• 2. Repeating
• I repeat some new words and I write them down
  in order to remember them.
• 3. Guessing by using the context
• Nevertheless I carry on and try to understand
  the meaning from the context.

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5 Different strategies present a pattern

• 1. Using resources (dictionary)
• Int You ve said at the beginning of the
  interview that you write the unknown words on
  paper
• Res If it is a story I do this. If it is a
  brochure, I ll look them up in the dictionary
  right away.

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5 Different strategies present a pattern

• 2. Avoiding partially communication
• I remember once, someone asked me something but
  I could not understand a thing. I could not even
  understand whether he spoke English. In that case
  I said to myself I do not understand what he is
  talking about and I left.
• 3. Checking the meaning of words
• If I come across an unknown word I ask its
  meaning and write it above.

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5 Different strategies present a pattern

• 4. Making positive statements
• Not that I do not make mistakes we are all
  human so we make mistakes
• 5. Seeking assistance
• Int Do you have any problems writing e-mails?
• Res. No I dont have a big problem. That is to
  say I call friends who know English and they
  dictate to me over the phone and I write.

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What are the implications?

• 50 of the SILL content would record the
  interviewees strategy use.
• SILL strategies would probably not detect the
  variations.
• Different strategies are not present in the SILL.
• and
• Interviewees do not attribute to the strategies
  the same function as the SILL.

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Strategy Function

• The wording is similar in the interview item and
  the SILL item. Yet, the function of interview
  item is different from the one the SILL item
  carries.
• E.g.. Using circumlocution is compensatory in the
  SILL and cognitive in the interviews
• Sometimes they give us a sentence and we must
  write the same meaning with other words. So this
  way you are forced to write. Isnt this so? You
  have to use different words. You have to use the
  syntax.

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• Different function was detected in 2 more
  strategies
• Repeating words (memory vs. cognitive SILL)
• Asking questions (cognitive vs. social SILL)
• This can affect
• a. the measurement of the SILL
• b. the strategy classification

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CONCLUSIONS

• SILL records accurately 50 of the strategy use
  of Greek adult EFL learners.
• 5 new (termed different) strategies and 3
  variations could be incorporated if the SILL is
  refined so that it examines more accurately the
  present population.

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• Thank You !
• Vassilia Kazamia-Christou
• E-mail vkazamia_at_lance.auth.gr