Documente Academic
Documente Profesional
Documente Cultură
Ayesha Bashir
Department of English, Abdul Wai Khan University Mardan
Abstract:
This study is a narrative inquiry into English learning experience of Yumie Bessy. She shares her English
learning stretigies that have helped boosting her vocabulary, listening and speaking skills. Different
segments of the story have been codified, grouped together into categories and themes developed.
Interpretive approch is taken for the analysis of data. Findings demonstrate that motivation, pratice,
patience and reading are successful English learning strategies.
Key words: narrative inquiry, language learning strategies, motivation, speaking and learning skills,
codes.
1. Introduction:
Narrative research in language teaching and learning is concerned with the stories teachers and
learners tell about their lived experiences. Teachers typically tell about their professional
development and their practices and learners about their experiences of learning and using
languages. What stories are and indeed what narrative research is, however, remains far from
agreed upon in Language Teaching and Learning (LTL) research. There is no single, all-
encompassing definition of narrative (research), probably because the same situation exists in
other disciplines from which empirical work in LTL draws its theoretical and methodological
assumptions and approaches. Stanley & Temple (2008: 276), for example, say that generally
there is ‘little shared sense of core concerns, of approach, and even of what NARRATIVE is seen
as’. In LTL, narrative, whether as text/artifact, method of analysis, or both, has become a popular
catchall term for much activity in qualitative, interpretive research which focuses on the
experiences of research participants. In other words, it has been appropriated by researchers who
exhibit varying degrees of epistemological commitment to narrative, and this is evident in the
design and reporting of their research.
2. What ways of practice do they adopt to boost their listening and speaking skills.
2. Literature Review
In order to understand about the theoretical framework of this study, this part of literature review
provides a critical review of the literature relevant to the study, firstly narrative iquiry as a
method in ELT and English language learning, then researches and studies into language
learning strategies.
Reading is a very important language learning skill. It helps you improve all parts of the
English language – vocabulary, spelling, grammar, and writing. Reading will not make
learners suddenly have native speakers‟ ability or skill in learning English. However, reading
certainly plays an vital role in vocabulary growth if that post reading activities is done, e.g.
copying the expression or vocabulary and try to use it either in speaking or writing: if not, those
new vocabulary will stay in learners‟ passive vocabulary. Reading also helps in enhancing
grammar knowledge. Reading helps to acquire the structure and patterning of sentence.
Reading can also serve as a pre-writing stage for writing.
As for speaking about listening, Yumie said that listening was her weakness. She has found
different ways to practice her listening skill, listening and watching “songs, movie, audio and
video files”. These activities can help considerably in improving understanding, speaking and
pronunciation.
For speaking practice yumie has made foreign friends and serving as an online tutor; her
students are from Lativia and France, and English serves as a medium of communication. Thus
practice and practice with patience is a key to learning different skills of language.
5. Conclusion
This research paper was conducted in order to get insight into different personal strategies that
learners use to improve their language skill; vocabulary, listening and speaking skills specifically.
A proforma was used for analyses and interpretation of Yumie Bessy's story, where in she
shared her English learning experience. The analyses of story is dony by giving the segments of
the story where Yumie clearly states her strategies, which has been condified and developed
into theme. Thus motivation, patience, cosistency with practice and reading have been
regarded as keys to success on the road to English proficiency.
References
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns.
C. C. M. Goh, 30, 185-206
Ting, L. (2009). Language learning strategies – the theoretical framework and some suggestions
for learner training practice. English Language Teaching, 2(4), 199-206.
Sadeghi, K., & Attar, M. T. (2013). The Relationship between Learning Strategy use and
Starting Age of Learning EFL. Procedia-Social and Behavioural Sciences, 70, 387-396.
http://dx.doi.org/10.1016/j.sbspro.2013.01.076
Kasma, S. (2012). English language learning beliefs, learning strategies and achievement of
Masters Students in Thailand TESOL in Context.
Hu, B., & Tian, L. (2012). Do teachers and students share similar beliefs about teaching and
learning strategies? System, 40(2), 237-254. http://dx.doi.org/10.1016/j.system.2012.04.001
Barkhuizen, G. and Wette, R. (2008). Narrative frames for investigating the experiences of
language teachers. System, 36, 372-387
Barkhuizen, G., Benson, P., Chik, A. (2014). Narrative Inquiry in Language
Teaching and Learning Research. New York: Routledge
https://academic.oup.com/eltj/article-abstract/V/4/103/379207?redirectedFrom=PDF
https://www.schooliseasy.com/2014/03/importance-interest-in-learning/
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/139859/EllisAILA11.pdf?sequence=
1&isAllowed=y
http://www.ibby.org/fileadmin/user_upload/17-Julia_Eka_Rini-
The_Role_of_Reading_in_Language_Learning.pdf
Appendices
My Story of Learning English
par Bessy1001
11 mars 2010
By Yummie Bessy
“Here is a relay: everyone shares his/her experience of learning English so that others can learn
from us. Are you ready to take the relay?
It's a long story to tell you my experience of learning English. We began to meet English
alphabets in Grade 6, not like today's children who have already been learning English since
kindergarten or at least in Grade 3. I got a crush on this foreign language at once. As an old
saying goes: “Interest is the best teacher." When I was a student(from primary school to
university), I consciously recited vocabulary, learned grammar, made sentences, wrote passage,
read books as much as I could. Of course, I also had some upset time while learning those
materials which were not my type, like technology, engineering... What did I do if I didn't like
them? Easy! I never forced myself to accept anything I hate. So I put them down and went to do
something interesting, like listening to music, watching movies, chatting with foreign friends. In
progress, I had already changed my point of view and thinking process. When I looked back
what I had hated, they were not snorty anymore! Then I could get them done with a relaxing
mood.
Some of my friends find it easy to forget vocabulary they learnt the other day. So do I! You
never remember it without using it frequently. Thus, better consult a dictionary when you meet
new words and see other meanings and usage. Then make your own sentences from time to time.
Another way to take new words in mind is reading passage. There will be some explanations
behind the passage, and you can easily remember new words through context.
For me, reading contributed a lot to my learning skills of other aspects. Imagine, if you’re
reading, you’ll meet new words, learn grammar, think in an English way, and write in the similar
pattern. So I strongly recommend learning from reading! When reading in English, you’re not
only reading English words, but also getting massages from it. Just like you’re reading a Chinese
newspaper, you can get a lot of information out of it, but now you’re changing your reading way
in English.
Listening and dictation are my weaknesses. I’m finding flexible ways to improve them. I’ve been
trying English songs and movies, audio and video files. And I know practice and patience is the
key to success. Maybe my mind jumps too fast? Why are they still my weaknesses? To achieve
my goal, I turned to some of my teachers who introduced me practical websites. Once I have
spare time in the office, I make good use of them. Here I suggest my favorite
web:http://www.kekenet.com/ Hope you enjoy it.
After work, I don’t like to face the computer again, so I borrow some English books from my
college library. But the type of books depends on my necessity in each stage. For work, I will
bring home IELTS, TOEFL, BEC, HSK. For leisure, I will read novels, poems, and magazines,
with Chinese and English version in them. From both versions, I can compare their translation
and enjoy the beauty in two languages.
Regarding to oral English practice, I’m lucky to know so many foreign friends and teachers
around the world. They are always nice to talk with me on skype. However, speaking is far more
difficult for me than writing. I can write fast and logically, but I make mistakes in speaking now
and then, and I realize my mistakes right after I finish my utterance. What a shame! Anyway, I
still have chance to talk and can correct the mistake next time. I console myself. And I’m making
great efforts to be a senior interpreter. If you want to communicate freely with foreigners, don’t
be shy to practice with anyone who knows English. Here is an interesting thing of mine: I teach
Chinese online and my students are from Latvia and France. Young or old, we use English as our
communication tool. Provided I teach them pinyin, Chinese characters and culture, I would
prepare my session in English explanation, and some of them speak Latvian, some speak French.
Under such circumstances, our online classroom is filled with four languages. They learn from
me while I learn from them. Isn’t it funny?!”