Dr Yeo Leng Leng, Neo Keng Hwee, Lim Kwee Hua

Abstract

In the studies by Dreyer & Oxford (1996), Park (1997) and Vann and Abraham (1987), it shows that learners who are considered successful are usually those who are seen as more language-proficient; that is having a good command of the language. Hence, their language performance is said to have a relation to their language strategies.

Singapore CLB (Chinese language "B" syllabus) students are those who have difficulties in their Chinese language learning and the emphasis in curriculum for this group of students is on oracy skills. They are selected as the target group for this research. If the difference between the successful and unsuccessful learners lies in the application of the strategies, then it is argued that strategy instruction should become part of language learning programs (Murphy 2008: 304). Kinoshita (2003) also points out, "One way to direct learners towards the efficient use of learning strategies is to integrate Language-Learning Strategy Instruction into regular language lessons". By embedding learning strategy instruction into the course materials, it aims to enable the students to participate more confidently in communication activities during the lesson.

The integration of strategies will consider "form" and "meaning" in its theoretical framework for designing the speaking task. The principal strategies identified are memory, cognitive, compensation and social strategies. Memory and Cognitive strategies are selected for building up the vocabulary and grammatical knowledge. Compensation and Social strategies are selected to enable learners to use the language. The purpose of integrating language learning strategies into Chinese Language 'B' (CLB) classroom teaching, is to help students develop the knowledge and skills in their comprehension and production of Chinese language. In other words, they should be able to learn the language more effectively to help them in their communication skills.

Keyword(s) :   Learning strategies, Chinese Language teaching, form and meaning