ADAPTATION OF THE STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) WITH THE PURPOSE OF SETTING THE LEARNING STRATEGY PROFILE OF PRIMARY AND SECONDARY SCHOOL LEARNERS OF A FOREIGN LANGUAGE AND THAT OF MUSLIM LEARNERS OF GREEK AS A SECOND LANGUAGE, AS WELL AS INVESTIGATING THE TEACHING STRATEGIES EMPLOYED BY TEACHERS IN THE CLASSROOM
Scientific Responsible: Zoe Gavriilidou
Total Budget 520.000 euros
International research has indicated that the use of language learning strategies contributes to effective learning and use of a second/foreign language, and that the teaching of strategies in the classroom enhances the use of strategies and has positive outcomes in the performance of learners in second and in native language.
The present research project aspires to promote theoretical research into learning strategies which could have applications in education. It aims to adapt and standardize in Greek the widely used instrument STRATEGY INVENTORY OF LANGUAGE LEARNING (SILL) which evaluates the use of learning strategies by learners of a second/foreign language. Its adaptation and standardization are considered essential so that henceforth data selection on learner use of strategies will be conducted in a valid and reliable manner and the resulting outcomes will be comparable.
The adjusted SILL will be used in the second phase of this project to investigate (a) the learning profile of foreign language learners in primary and secondary education, i.e. research into all the cognitive, metacognitive, memory, compensation, affective and social strategies that these students use when learning a foreign language, (b) the learning profile of Muslim students in Thrace, who learn Greek as a second language in order to enhance the specific learner group’s learning of Greek.
The expected results may be used as feedback for the designing of language learning curricula as well as for teacher training programmes in order to sensitize them towards classroom strategy instruction.
An additional aim is the comparison of strategies promoted in class by teachers in primary, secondary and minority education with those used by learners to determine the possible effect of strategy use by teachers on the type and number of strategies that these learners resort to during the learning process. The ultimate goal will be a more effective model to help teachers teach their learners how to learn.