Language Learner Profile

Amanda Carpo Sweet

EFL Teaching Program
Universidad Catlica de
la Santsima Concepcin

November 8th, 2016

Theoretical Framework
The learning of a foreign language is considered a complex process.This process is
different for every learner and it can diverge according to aspects such as gender,
education level, age, language proficiency, importance of the language and learning
awareness. (Lee & Oxford, 2008) However, there are procedures that foreign and
second language learners follow to improve their L2 performance and make their
learning process easier. These procedures are called Language Learning Strategies
(LLS). According to Chamot (2004, p.14) Learning strategies are the conscious
thoughts and actions that learners take in order to achieve a learning goal. LLS are
also defined as specific actions, behaviors, steps, or techniques-- such as seeking
out conversation partners, or giving oneself encouragement to tackle a difficult
language task -- used by students to enhance their own learning(Scarcella &
Oxford, 1992, p. 63). In the process of foreign or second language teaching, it is
important for educators to identify and help students to use LLS according to their
capacities and learning styles. The aim of this paper is to identify English language
proficiency and strategy use of a target student, and to make proposals of what kind
of methods should be used by the subject according to the analysis of an oral
interview. In this study you will be able to read the background of the target learner, a
full transcription of the interview, the analysis of the learners speech, a discussion of
some important findings and a conclusion.
To begin with, it is utterly important to recognize what does language learning
means. Foreign language learning refers to the learning of a non-native language
outside of the environment where it is commonly spoken (Moeller & Catalano, 2015).
In the Chilean context, the foreign language that is taught is English (EFL), and it is
instructed in schools by specialized teachers. English language teaching (ELT) is a
common phenomenon around the world, due to the globalization and the fact that
English is the Lingua Franca (ELF). ELF is defined as A way of referring to
communication in English between speakers with different first languages
(Seidlhofer, 2005). As it was mentioned before, the process of learning a new
language is complex, so it is the process of teaching it. Several methods are used by
EFL teachers to make their students understand this new language. EFL methods

have been changing through time, according to the context where the language it is
being taught. According to Tamura (2006, p. 169) There are several initiatives that
the EFL teacher should have to succeed, these are: To awaken and develop the
potentiality and ability of students for studying, to help students develop habits
through frequent repetition, to inspire, to kindle the interest of the student in studying,
and also, the teacher should know how to go from easy stages to more difficult
ones. As the teacher is an actor in the learning process, the most important
character in the ELT context is the learner.
When learners are proficient enough to take action in their own learning, they start
applying language learning strategies. There are some important facts that you need
to know in order to understand the use of strategies. Firstly, it is worth to mention
why low proficiency learners are not capable of applying LLS. Renandya (2012)
states five reasons why strategies may not work with lower proficiency learners. The
first reason is that there is weak empirical evidence of the relationship between
strategy use and proficiency, the second reason is that strategy instruction places an
unreasonable demand on teachers, the third reason is that students and teachers
may have different views of the effectiveness of strategy instruction, the fourth one is
that, in order to learn strategies, student should prove that they have sufficient
linguistic skills to decode texts fluently, and the last one says that students do not
necessarily need to learn LLS, because some of them are innate. Secondly,
language learning strategies can be classified in two types: the ones that are
observable, and the ones that are unobservable. Due to this fact, the only way to
identify them is through self-report. (Chamot, 2004. P. 17). Thirdly, there have been
various studies conducted in order to classify strategies within larger categories.
Oxford (1990) classified LLS in six categories: Metacognitive, cognitive, memory,
compensation, social, and affective. Finally, there is a strong relationship between
learning strategies and learner characteristics. EFL learners should choose the most
suitable strategy according to their multiple intelligences and learning styles.
According to Gardner's Theory of Multiple Intelligences (1989), each human being is
capable of seven relatively independent forms of information processing, with
individuals differing from one another in the specific profile of intelligences that they
exhibit, and learning styles are the general approaches for example, global or

analytic, auditory or visual that students use in acquiring a new language or in

learning any other subject.(Oxford, 2003)
As language learning strategies are beneficial for students, they are also for
teachers. When students are capable of using a great variety of strategies to fulfill
different tasks, students become more independent and they complete their goals in
a faster way, furthermore, teachers do not need to spend too much time explaining to
the student how to do the activity. With the use of observable and metacognitive
strategies, foreign language learners become more proficient, making possible to the
teacher to progress more through the curriculum and to increase the difficulty in the
content.
Language learning strategies are procedures that foreign language learners follow in
order to reach their own learning goals. In the Chilean context English is the
language thought as a foreign language by specialized teachers that use a great
variety of methods in their lessons. Strategies may not be useful with lower
proficiency learners, but, when students are ready to acquire them, they are a great
benefit for themselves and for their teachers.

Background of the learner

The Interviewee of this language learner profile is called Anton Yearell Contreras
Inzunza, he is 20 years old and he is a 1 st year student of English Teaching program
at the Universidad Catlica de la Santsima Concepcin. He started learning English
in the High school where he graduated from, the Salesianos high school in
Concepcin, where he had approximately 2 hours of English classes per week.
Furthermore, he studied some years in The British Institute of Concepcin.
Nowadays he is taking a course called Communicative competence: Beginner level
II, where he has 10 hours of exposure to English language a week, in which he
studies every language skill in deep with different teachers. In pursuance of
improving his language skills, Anton spends around two or three hours every week
practicing autonomously, using different methods to advance in his knowledge such
as watching videos and interviews in English, doing online exercises in EFL pages
and reading. Regarding the four skills and the systems of the language, he says that
it is easier for him to fulfill reading tasks; however, he points out that he has certain
problems with grammar. In relation to strategies, the learner mentions that he
acquires vocabulary searching for information on Internet, and when he has to study,
he prefers to create c-maps and recording videos of himself. The reasons why he is
interested in learning English are because, first of all he wants to be English teacher,
secondly, he would like to travel abroad, and finally, he wants to be a famous
musician.

Interviewee contact
acontreras@emingles.ucsc.cl
+56965621249

Interview
1. Can you spell your name?
Yes, my name is Anton A-N-T-O-N.
2. What star sign are you?
My star sign is Scorpion.
3. Do you think that your star signs personality is like yours?
Yeah, in some things, I think they that identify some of aspects of my personality, but
not all.
4. What was your high school?
My high school was Salesiano Concepcin.
5. When did you start learning English?
I start learning English when I was at High School. I stay some years on Britannic
Institute and then leave, and now im learning on this university.
6. How many hours of English did you have in highschool?
I dont have many hours, but I always have good grades and I understand all the
classes and I don't have problems.
7. Did you like your English classes? Why/Why not?
Yeah, I enjoy English because I so interested in travel and also I like music, so that
aspect I spend a lot of time learning English because I wanna be famous.
8. Why did you choose to study to be an English teacher?
Because I love teach, I really think teach is a beautiful work cause you can improve
the life for one person in many aspect
9. How many hours of English are you exposed to right now?
How many hours? maybe tree, two I don't have really much time.
10. Are the University English lessons different from the ones that you had in
Highschool? How?
Yeah, yeah because the methodology of the teachers really different because in
High school is more like the teachers show the class and that's all, but here you have
more analysis so you learn to for example you learn English and also you learn
how to teach, so that's more more complex, more information about how be a
professional.

11. How many hours do you devote to studying on your own? What do you do?
I spend some hours saw videos and interviews and also some exercises on pages
in internet, that's all, and also I read a book sometimes.
12. What skill(s) is/are more difficult for you? What skill(s) is/are easier for you?
I think the more difficult skill for me is grammar, grammar is really hard and the more
easier for me is reading, because I reading a lot of books.
13. How do you learn new vocabulary?
New vocabulary?, basically I read some interesting things for one of that vocabulary,
for example If I wanna learn vocabulary of food, for example, I search a recipe o I
can do, basically with that experience I learn more easier.
14. What strategies do you use to learn English?
One of my strategies can be create c-maps and also do videos of myself.
15. Who is your favorite singer? Why?
My favorite singer is Michael Akerfeldt from Opeth, that's my favorite singer, basically
because I love the band and for me is a amazing artist cause that influence my own
style of singing so that's why I love .
Phonetic transcription
10. | r junvsti: l lesnn z dfrnt frm wnz t ju hd n
ha skul?| ha? |
| je | je bkz metdld v tirs brl d frnt b k z n a sku l z
mr lak tirs o kls nd ts l | bt hr j hv m r nls s so
j lrn tfr zmpl j lrn l nd ls j lrn ha t tit | so ts
mr mr kmpleks | mr nfrmen bat ha b prfenl|

Analysis

In general, the interviewee managed to answer all the questions fluently; however he
made mistakes in verb tenses and he omitted the verbs in some responses, he also
made mistakes in using the verb to be, in addition, he omitted the subject in some
sentences, he did not use the subject properly in one of the answers,moreover, he
misused comparatives, and lastly some of his sentences lack some prepositions and
he made mistakes in using them too. (Go back to the interview to see examples)
As it can be seen through the examples, the most common mistakes are related to
verb tenses, so that is the specific aspect in which I will focus to make some
recommendations.
Recommendations
My recommendation to the target learner is to use a rehearsal strategy, specifically
form-focused practice in order to rehearse target language structures. Using this
strategy, the interviewee will be able to learn by memory and to remember the basic
forms of the English verb tenses, so he will be capable of conjugating the verbs
properly. According to Cohen (1996), Rehearsal strategies constitute another subset
of language use strategies, namely, strategies for rehearsing target language
structures (such as form-focused practice). An example of rehearsal would be formfocused practice, for example, practicing the subjunctive forms for different verb
conjugations.
Next, you will be able to see the presentation of the strategy according to Chamots
lesson plan and, moreover, you will see the materials that will be necessary to
develop the class.

CHAMOTS LESSON PLAN

SWBAT: Identify the correct verb conjugation in order to complete sentences.

Strategy: Form-focused practice

Content/topic area: Review of all

Grade: 1st year, English Teaching

English verb tenses/ Everyday

Program.

conversations- experiences.
Language Objective(s):

Recognise English tenses.

Conjugate Verbs according to the
tense of the statement.

Linguistic Content:
vocabulary about experiences.
Question auxiliaries.
Negative auxiliaries
.
COMMUNICATION

Fill in the blanks with the correct form of the verb.

TASK

The teacher will ask every student to say the correct

answer out loud.

PREPARATION

The teacher will ask the students to work in pairs and

discuss what they did the last weekend, what will they do
today, and what are they planning to do next weekend.
The teacher will ask the students to identify the verbs
tense that they have used to answer the three questions.

PRESENTATION

The teacher will tell the students that they are going to do
a speaking fill in the blank activity.
The teacher will explain what they have to do and then
He/she will provide an example
The teacher will tell the students that there are several
strategies that will help them to fulfil the tasks easily.
The teacher will present the strategy with an example:
There is an strategy that will help you with tasks like the
one that we will be doing today. It consists in memorizing

the correct structure for every English tense for

example: present simple (positive form) subject + verb (+
s ) I eat. She eats toast./(negative form)subject + do /
does + not + verb I dont eat toast. She doesnt eat fish. /
(Question form)(question word +) do / does + subject +
verb? Do you eat breakfast every day? When does she
eat lunch?
The teacher will name the strategy: Form-focused
practice
The teacher will model the strategy by completing a
sentence with the right conjugated verb, using the form
chart, identifying aspects that show you what is the tense
of the sentence. You look really great! (you,
work)_______ out at the fitness center recently?... this
sentence is in present perfect continuous form and
according to the chart the blank should be filled with the
formula: have / has + been + verb-ing
The teacher will express the importance of using this
strategy.
PRACTICE

The teacher will present the activity.

The teacher provides the materials (Verb tenses
chart/irregular verbs list)
The teacher will give the instructions to the activity. Now
you have to complete the sentences with the missing
information, use the chart and the verb list given to help
you. Work in your notebooks, then we will check the
activity orally
The teacher encourages students to use the strategy
Remember that the strategy consist in memorizing, but as
it is new for you, you will be able to use the material that I
gave you to complete the task.
The teacher will ask CCQs
The teacher will monitor students work
The teacher and the students will check the activity all
together.

EVALUATION

The teacher will ask the students to discuss their

performance regarding the activity. was it easy/difficult for

you?.
The teacher will give general feedback to all the students.
The teacher will ask if the strategy was useful to
accomplish the task.
EXPANSION

The teacher will ask the students in what other context

they can use the strategy.
The teacher will provide other examples where the
strategy can be used. This strategy can also be used in
order to study for written texts, to write stories in different
tenses and so on

Materials
Tenses chart: http://www.perfect-english-grammar.com/supportfiles/all_tenses_form_cheatsheet.pdf
Verb list (example):
http://www.e-grammar.org/download/most-common-irregular-verbs.pdf
Fill in the blank activity sample:
http://www.englishpage.com/verbpage/verbs29practicetest.htm

Discussion
Despite the fact that the subject of study made several mistakes, In my opinion, he is
in the right level of proficiency, and this can be noticed by the amount of vocabulary
that he uses and the fluency that he has when he speaks.
Regarding the strategy that i have proposed to him, I certainly know that memorizing
strategies can be considered an old-fashioned and also boring way of teaching, but

due to the fact that the learner has problems in identifying the correct verb for each
tense, it is necessary for him to learn the grammar structures by heart.

Conclusion
Learning strategies are the conscious thoughts and actions that learners take in
order to achieve a learning goal. LLS are also defined as specific actions,
behaviors, steps, or techniques-- such as seeking out conversation partners, or
giving oneself encouragement to tackle a difficult language task -- used by
students to enhance their own learning (Scarcella & Oxford, 1992, p. 63)
It is important for EFL learners to take action in their own learning process, and
this can be done by applying learning strategies.
As far as i am concerned, language learning strategies are useful in all cases,
but every person has its own, and it should be discovered by trying them.
As future teachers is our job to guide our students to find their own strategy
according to their capacities, in order to help them to improve and be more
proficient on the language.

References
-

Chamot, A. (2004). Issues in Language Learning Strategy Research and Teaching.

National University of Singapore: Electronic Journal of Foreign Language Teaching.

Cohen, A. (1996). Second language learning and use strategies: Clarifying the
issues. Center for Advanced Research on Language Acquisition University of
Minnesota,

Minneapolis.

Retrieved

from:

http://carla.umn.edu/strategies/resources/SBIclarify.pdf
Gardner, H. (1989) Educational Implications of the Theory of Multiple Intelligences.
Lee, K. & Oxford, R. (2008). Understanding EFL Learners Strategy Use and

Strategy Awareness . The Asian EFL Journal, 10, 7-32.

Moeller, K.and Catalano, T. Foreign Language Teaching and Learning"(2015).

Faculty Publications: Department of Teaching, Learning and Teacher Education.

Oxford, R.L. (1990). Language learning strategies: What every teacher should know.

New York: Newbury House

Oxford, R.L. (2003). Language Learning Styles and Strategies: An overview.
Renandya, W. (2012). Five Reasons Why Listening Strategy Instruction Might Not

Work With Lower Proficiency Learners. ELTWorldOnline.com, 4.

Scarcella, R. & Oxford, R., 1992: The Tapestry of Language Learning: The Individual
in the Communicative Classroom. Boston: Heinle & Heinle

Seidlhofer, B. (2005). Key Concepts in ELT: English as Lingua Franca. Oxford

University Press.
Tamura, E. (2006) Concepts on The Methodology of Teaching English. The
Economic Journal of Takasaki City University of Economics.