Narrative Inquiry Assignment 1112.docx

Assignment: 1st Subject: Research Skills and Methodology Topic: A Narrative Study of Strategies for Overcoming Difficulties in English Language Learning. Submitted by: Ayesha Bashir (M.phil Scholar) Facilitator: Sir Mujahid Shah Dated: 24th December 2018

A Narrative Study of Strategies for Overcoming Difficulties in English Language Learning. 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, allencompassing 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.

1.1 What is narrative research? Defining the term ‘narrative research,’ which at first sight might seem unproblematic and straightforward, turn out to be surprisingly difficult.

Etymologically speaking, the term narrative research cannot be separated from the meaning of the word ‘narrative’ which in the simplest sense means ‘stories of experience’ (Barkhuizen and Wette, 2008, pp. 373) or more elaborately as a text that connects events, actions, and experiences across time and that additionally evaluates these events and experiences (Labov, 2006 cited in Menard-Warwick, 2011, p. 564). Therefore, ‗narrative research‘ can be defined as any systematic inquiry that focuses on people‘s stories (Barkhuizen and Wette, 2008) with regard to the way they were told, the linguistic devices use to represent the story, how people construe meaning from the narrative (Smith, 2001) and most significantly, identify patterns emerging from those stories.

1.2 Research questions 1. What personal strategies are adopted by English language learners that helps to develop their English vocabulary. 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.

2.1.Narrative inquiry as a method in ELT and learning Narrative research has informed almost every discipline and profession and is no longer the exclusive province of literary study (Riessman, 2001). In the field of second language teaching and learning, the use of narrative research has only flourished in the 1990s. The acceptance of Narrative research as legitimate data can be traced back to the paradigm shift from positivistic quantitative research methodology toward naturalistic qualitative methodology. Until the 1970s, the dominant research paradigm in second language learning was positivist (Potocka, 2011) rooted in the beliefs that knowledge to second language learning can be captured through careful, systematic processes of data collection, analysis, and interpretation.The knowledge gleaned from such a rigorous and systematic research methods was also believed to be objective and can be measured (Potocka, 2011, p. 170). Within this view, successful second language learning was achieved when learners have a particular set of desirable characteristics such as aptitude, motivation, learning styles, and attitude, among others.

2.2. Language Learning Strategies

Many researchers and scholars have been investigating the language learning and teaching methodology in a great number of different ways, and possible significance of alternative learning contexts or learner contributions such as motivation, learning styles and language learning strategies and so forth.The use of strategy for language learning is the methods enable students to improve their learning activities. Abedini, Rahimi, & Zare-ee (2011) and Ratana (2007) identifies learning strategies are approaches that learners use to enrich and succeed their own learning, specially it is important for language learning because they are valuable tools that can foster learner autonomy in language learning and help learners in promoting their own achievements in language proficiency. Strategy plays its role as a key factor that influence the English language learning to gain achievement (Ikeda & Takeuchi, 2006). Language learning strategy can help English instructors get a better understanding of their students’ expectations and satisfaction with their language classes (Kasma, 2012). Sometimes the English teachers’ teaching methods and cultural norms may affect the student’ language learning strategies (Mohammad, 2011). So, all the instructors of the English language should find out various methods. Oxford, (1990) identifies that new teaching capacities mentions the identification of students’ learning strategies, conducting training on learning strategies, and helping students become to be more independent of their learning and thinking. Moreover, learning strategies can assist learners manage, direct, determine and guide their learning process (Hu & Tian, 2012). The study found that learning strategies could help learners’ weaknesses. Therefore, strategies are considered as facilitators, or map to a language learning of students who are learning the English language as a foreign language. (Tamara, Elizabeth, Laura, Michelle, & Nina, 2012) define that English learners can be indicated as personalities in an English speaking environment whose native language is not English. So, the language learning strategies can enhance the learners’ motivation, requirements, enjoyments, and other techniques of students in learning the English language. These monitors assist them to influence their language learning achievements. Ting, (2009) identifies that the term ‘strategy’ has been referred to a small range of synonyms such as techniques, skills, by which individual researchers describe their understandings in this particular area in slightly different ways in the literature involving cognitive science in general. Goh, (2002) states that strategy, in cognitive psychology, is connected to the conceptual framework of human learning and memory and refers to mental steps or operations conducted to achieve cognitive tasks such as map-reading, memorization, processing information and problem solving. Consequently, the learning strategies are considered as key factors that influence students’ language learning achievements. It is possible that the students can find out a different diversity of strategies to enhance theirlearning methods such as they might use the practices communicating in the language, use various memorization techniques, ask questions for clarification, and so forth. Neala & Moira, (2008) identified successful learners use strategies appropriate to their own stage of learning, purpose for learning the language, and some factors that can be effective learning such as motivation, the ways how to practice the language, whereas, less successful students in language learning also use their own strategies, but do not well understand how to apply the appropriate strategies. Thus, it can be said that strategy training is important and essential in helping students utilize suitable learning strategies to improve English language learning (Sadeghi & Attar, 2013).

3.Methodology In order to gain a comprehensive view of the participant's English learning experiences, I have adopted a narrative method approach. English language learning story by Yumie Bessy. The author performs this narrative study because it is believed that telling stories of experiences within learners' world will help to them improve and accelerate language learning process. Through this story I have analysed and explored the role of learner's motivation, different ways of praticing vocabulary, listening and speaking skills and the role of reading into learning vocabulary, grammar and sentence pattern. I have used the given format for the analyses of story: codified different segments of the story, looked for connection between codes, grouped them into category and developed themes. From text /story to Theme

Isolated segment of texts/story

Codes

Category

Emerging Category

Theme

4. Data Analysis and Findings The recurrent themes that have emereged from narrator's language learning experience have been presented, analysed and discussed herebelow. Isolated segment of texts “Interest is the best teacher." “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.” “And I’m making great efforts to be a senior interpreter” “You never remember it [vocabulary] without using it frequently”

Codes

Category

Emerging Category

Theme

Interest as Motivation

English learning strategy

PreCommunicative activities

The role of interest and motivation in the learning of English

Learning vocabulary through practice

"Another way to take new words in mind is reading passage." “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” “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.”

learning vocabulary, grammar and pattern though reading

The Role of reading in learning vocabulary, grammar and sentence pattern

practice: Improving listening skills

Practice strategies for improving vocabulary, listening and speaking

Speaking Practice

“Regarding to oral English practice, I’m lucky to know so many foreign friends and teachers around the world”

4.1. Codes into themes 4.1.1. The role of interest and motivation in the learning of English: “Interest is the best teacher”( yumie) The need of interest in learning not only means that someone has an interest in learning something. It also means that when someone has an interest in something it becomes easy and even enjoyable to learn about it. It is the student’s reason for learning, the study of the incentives which spurs him on. It is this force which enables the teacher to bridge the gap between the student’s mind and the vast mass of systematized material which he has to learn if he is to succeed in his objective. The connection between the receptive mind and the neatly arranged and carefully graded material will be maintained so long as the attention of the learner is held; and the foundation of that attention is his or her interest, not only in the subject matter, but in the manner of its presentation.

4.1.2. The Role of reading in learning vocabulary, grammar and sentence pattern: “Reading contributed a lot to my learning skills of other aspects… [Through] reading, you will meet new words, learn grammar, think in an English way and write in a similar way” (yumie) 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.

4.1.3. Practice strategies for improving vocabulary, listening and speaking: There is a common saying that ‘practice makes a man perfect’. Practice is equally important in learning vocabulary as in other skills of language learning. Yumie says that “you never remember it [vocabulary] without using it frequently”. Nick Ellis identifies that Vocabulary learning like other skills can be a conscious process by memorizing words and brining it in use, or it can be a subconscious process of acquisition through context. Since we have not been explicitly instructed in the vast majority of the vocabulary that we know, nor indeed have we looked up these words in dictionaries - most vocabulary is learned from context (Sternberg, 1987). Hence reading can provide the context. So, in Yumie words ‘another way to take new words in mind is reading passage”. “Reading a variety of text types is essential in vocabulary growth because narrative texts and non-fiction have different range of vocabulary (Gardner, Lightbown and Spada 2006, p.9) 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 Mohammad, Z. (2011). An Investigation of Curriculum Elements for the Enhancement of the Teaching-learning Process. Higher Education Studies, 1(1), 67-78. 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_RiniThe_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?!”