Transfer of language learning strategies from EFL course to L1 task Ljiljana Knezevic Faculty of Sciences, University of Novi Sad, Serbia

Transfer of learning strategies to new tasks The aim of strategy training – to transfer them to new situations; The central role of metacognitive knowledge (Chamot, 2004; Harris & Grenfell, 2004; O’Malley & Chamot, 1990) “A call for research on the transfer of learning strategies from the L1 to the L2-and from the L2 to additional languages and even back to the L1 has not engendered a flurry of investigations” (Chamot, 2004:21) Similarity of the tasks

Task: Oral presentation Academic genres –universal features; among the most international genres (Mauranen, 2007) Lack of training in giving presentations “...Instructors assume that students simply ’know’ how to put together a presentation either based on their previous experience with presenting or, possibly, by modeling their presentations after the prepared discourse of more experienced presenters...” (Zareva, 2009:56)

Research design Aim : To examine transfer of cognitive and metacognitive strategies from L2 to L1 Context: English language course (2 nd semester) → Subject-specific course (3 rd semester) ↓↓ Presentation in EnglishPresentation in Serbian

Participants University students(50) aged divided in two groups: Experimental (strategy training as a part of English course) Control (English course without strategy training) Students voluntarily applied for oral presentations Similar background; No previous training in giving presentations

Strategy training Integrated into EFL course; Tasks focusing on the following segments: content, organization, visual aids, presentation style; Strategy instruction: Preparation; Presentation; Practice; Evaluation (The CALLA Model, Chamot, 2005) The focus on cognitive and metacognitive strategies

Methodology Mixed-method research: Qualitative data: semi-structured interviews; analysis of students’ notes 2 questions: Describe the process of preparing your presentation; In what way EFL presentation was helpful to you. Quantitative data (presentation assessment) Analysis in relation to specific segments of presentation: content & organization

Findings – Content of presentation Control groupExperimental group Resourcing (CS) Translating (CS) Note taking (CS) Paying attention (MS) – 1 student * CS-cognitive strategy; MS-metacognitive strategy Resourcing (CS) Elaboration (CS) Note taking (CS) Translating (CS) Paying attention (MS) Identifying the purpose of the task (MS)

Findings – Organization of presentation Control groupExperimental group Reasoning deductively (CS) Summarizing (CS) Paying attention (MS) * CS-cognitive strategy; MS-metacognitive strategy Reasoning deductively (CS) Summarizing (CS) Recombining (CS) Using formulas and patterns (CS) Paying attention (MS) Identifying the purpose of the task (MS) Evaluation (MS)

Qualitative data findings Control groupExperimental group Total number of strategies: 6Total number of strategies: 10 Cognitive strategies: 5Cognitive strategies: 7 Metacognitive strategies: 1Metacognitive strategies: 3

Qualitative data findings Strategy transfer is conditioned by the difficulty of the task – Students consciously applied strategies in those segments that they had most difficulties with while preparing their presentation in English

Findings – Quantitative data Control groupExperimental group Mean score Deviation

To conclude Transfer of cognitive and metacognitive strategies depends on two factors: Similarity of the task Difficulty of the task Limitations of the study: Although similar, the two tasks differ in certain aspects

Thank you for your attention References: Chamot, A. (2004) Issues in language learning strategy research and teaching, Electronic Journal of Foreign Language Teaching, 1/1:14-26 Harris, V. & Grenfell, M.(2004) Language learning strategies: a case for cross-curricular collaboration, Language Awareness, 13/2: Mauranen, A. (2007) Discourse reflexivity and international speakers-how is it used in English as a lingua franca? Jezik in slovstvo, 52/3-4:1-19 O’Malley, J.M.& Chamot, A.U. (1990) Learning Strategies in Second Language Acquisition, Cambridge: CUP Zareva, A. (2009) Informational packaging, level of formality, and the use of circumstance adverbials in L1 and L2 student academic presentations, Journal of English for Academic Purposes, 8:55-68