Using the SILL to Record the Language Learning Strategy Use: Suggestions for the Greek EFL Population Dr. Vassilia Kazamia-Christou Aristotle University of Thessaloniki Center for Foreign Language Teaching

What does SILL stand for? SILL= The Strategy Inventory for Language Learning. SILL is a questionnaire examining the frequency of language learning strategy use.

 The SILL generates standardized data and group summaries but it does not provide any space for individual’s creative responses. (Oxford, 1993)  Data triangulation (i.e. eliciting data with different elicitation tools) can counterbalance such problems.

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.

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.

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

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.

Since its development the SILL Has assessed the strategy use of more than learners. Has been translated into 14 languages: Arabic, Chinese, French, German, Greek, Japanese, Korean, Portuguese, Russian, Serbo-Croatian, Spanish, Swedish, Thai, Ukrainian

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

The Research: elicitation method 3 long interviews ( 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?

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.

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

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.

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.

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?

SILL STRATEGIES NOT REPORTED IN INTERVIEWS5  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. MEMORY STRATEGIES

COGNITIVE STRATEGIES SILL STRATEGIES NOT REPORTED IN INTERVIEWS1 I try to talk like the native English speakers

COMPENSATION STRATEGIES SILL STRATEGIES NOT REPORTED IN INTERVIEWS1 I make up new words if I do not know the right ones in English

METACOGNITIVE STRATEGIES SILL STRATEGIES NOT REPORTED IN INTERVIEWS3  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 look for opportunities to read as much as possible in English

SILL STRATEGIES NOT REPORTED IN INTERVIEWS4 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 notice if I am nervous when I am studying or using English I write down my feelings in a language learning diary AFFECTIVE STRATEGIES

SOCIAL STRATEGIES SILL STRATEGIES NOT REPORTED IN INTERVIEWS2 I practice English with other students I try to learn about the culture of English speakers

 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. RESULTS

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 learner’s 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’.

3 Variations present a pattern 1. Formally practicing grammar  Int: How do you learn grammar? Res: Through the exercises. Int: Yes… Res: It’s 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.

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.’

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.

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.’

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 s? Res.: No I don’t 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.

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.

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. Isn’t this so? You have to use different words. You have to use the syntax.’

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

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.

Thank You ! Vassilia Kazamia-Christou