LANGUAGE USE OR STRATEGY USE? STRATEGIES FOR LEARNING TO SPEAK ENGLISH IN FOREIGN LANGUAGE ENVIRONMENT

蘇瓊瑩 CHIUNG YING SU Bachelor in Chinese Literature, National Central University Master of Arts in Mass Communication, Catholic Fu-Ren University Senior high school Chinese teacher at National Army Senior High School Master in English Language Teaching, Centre for Applied Linguistics, Warwick University, UK English language teacher at National Army Senior High School English lecturer at Army Academy EdD in English Language Teaching, Institute of Education, Warwick University, UK Assistant professor at Army Academy

THIS RESEARCHER AND HER CONTEXT Teaching Chinese as L1 Teaching English as a Foreign Language Speaking, a daunting task: college students vs. junior/elementary school students

THE GAP BETWEEN THEORY AND PRACTICE Unstated assumption of SLA: with whom do we learn to speak a f oreign language? how do EFL students lean to speak English with limited access to English native speakers?

THREE KEY CONCEPTS Acquisition vs. Learning Second language vs. First language ESL vs. EFL contexts

EFL REALITY Classroom teaching practice Shared L1 as language for socialization Lack of immediate relevance of English learning

LANGUAGE USE STRATEGIES VS. LANGUAGE LEARNING STRATEGIES Context Language learner vs. Language user The good language learner: learning to talk (Naiman et al., 1996, p.36) Bialystok‘s model for oral proficiency (1978) Contextual sensitivity (Huang & Van Naerssen, 1987)

CONCLUSION We need more LLS research conducted in EFL environments to contextualize and theorize EFL strategy use.

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