Language Learning Strategies and Language Proficiency: Investigating the Relationship in Hong Kong

Abstract

This article reports on a survey of the language learning strategies used by a group of Hong Kong learners. The aims of the study were to investigate levels of strategy use among the group, and to examine levels of association between strategy use and language proficiency. The SILL questionnaire (Strategies Inventory of Language Learning) by Oxford (1990, pp. 293-300) was used. SILL consists of six categories of strategies: memory, cognitive, compensation, metacognitive, affective, and social. The results showed that compensation and metacognitive strategies were the most used, while affective and memory strategies were the least used. Previous examinations of the nature of the relationship between strategy use and proficiency, and ways of measuring this are discussed. In this study, it was found that there was significant variation in proficiency in relation to eleven out of a possible fifty strategies. Of these, nine were in the cognitive category, one in the compensation category, and one in the social category. The article concludes by questioning the appropriateness of using the SILL and proficiency measure in tandem as a way of establishing a clear relationship between strategy use and proficiency, and suggests directions that might be pursued in language learning strategy research.