Language learning strategy use by Japanese high school EFL learners

Abstract

This paper aims to present the results of the survey on language learning strategy use by Japanese high school EFL learners. Since language learning strategy research has explored learners' strategy use and has produced several taxonomies or questionnaires, there are still few survey results which serve to measure strategy use by Japanese high school EFL learners. In addition, though it is needed for teachers of English to give strategy training or to grasp the idea of learners' strategy use for that purpose, general tendencies of learners in Japanese high schools have been not reported by the surveys involving a large number of subjects. Purpura (1999) reported the detailed survey results about language learning strategy use by learners in Turkey as well as the questionnaire used. It consists of 80 items, 40 for Cognitive Strategies and the other 40 for Metacognitive Strategies. The items are deliberately chosen and revised from preceding strategy inventories and questionnaires. Purpura's questionnaire (1999) was translated from English to Japanese and used to measure strategy use of Japanese high school EFL learners. In total, 1,227 subjects from 21 schools took part in the survey of this paper. The results are shown in detail as frequency distributions and fundamental statistics. It is proved that there are some difficulties to apply the questionnaire to Japanese high school EFL learners.