An Analysis of Taiwanese University EFL Learners' Language Learning Strategies Based on Their Communicative Competence

Abstract

Many previous studies have pointed out that EFL learners tend to face communication breakdowns with native speakers because their traditional classroom and textbooks are not able to provide learners with sufficient pragmatically appropriate input. Other studies have also indicated that successful language learners tend to use a wide range of learning strategies to strengthen their communication skills with native speakers. On the other hand, less successful learners do not know how to choose the most appropriate and effective language learning strategies to enhance their speaking skills. This suggests the possible effects of using language learning strategies on learners' communicative competence. Most of previous research focused on L2 learners' direct and indirect strategies regarding their language proficiency. The number of studies that investigate L2 learners' learning strategies based on their communicative competence has been few. Therefore, this paper attempts to investigate Taiwanese university EFL learners' frequency of use of language learning strategies in the four areas of communicative competence strategies: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. The data collection from one set of written questionnaire will address the following two research questions: (1) What are the most frequently used learning strategies in the four areas of communicative competence as reported by Taiwanese university EFL students? (2) What are the least frequently used learning strategies in the four areas of communicative competence as reported by Taiwanese university EFL students? Data analysis will use descriptive analysis and the results and discussion will provide the theoretical and pedagogical implications.