An analysis of language learning strategy instruction in primary school English teachers' manuals

Abstract

The present study aims to investigate what kinds of language learning strategies are dealt with and for how many times in the primary school English teachers manual, and make suggestions for teaching language learning strategies under the 2015 revised national curriculum which puts a heavy stress on self-directed learning. According to the purpose, the study developed a list of language learning strategies for Korean primary school learners of English, and with the list analyzed the status quo of language learning strategy instruction in the 5 series of primary school English teachers manuals. The analysis showed that about 50% of the strategies on the list are dealt with in the manuals and the 4th grade teachers manuals present the most strategies in one unit of lessons among grades 4, 5, and 6. Based on the result the study suggests the following: first, to increase the amount and the diversity of language learning strategies dealt with in primary school English teachers’ manuals ; second, to establish a systematic plan for language learning strategy instruction reflecting continuity and hierarchy according to the grade; and third, to carry out further research aiming to monitor and improve language learning strategy instruction.