Strategies for success: Profiling the effective learner of German

Teachers and learners ave often uncertain about the processes nt work when students attempt to acquire oral shills in a foreign language. The primary objective of this study is to identify the language-learning strategies associated with the achievement of higher levels of oral proficiency in German for 100 Irish students about to complete their second year at Dublin City University It also investigates the way in which these strategies ave used by those with higher and lower levels of proficiency. The methodology combines quantitative assessment (using questionnaires) with in-depth, qualitative interviews. The article begins by explaining hey concepts in the field of language learning strategy research and then reviews a selection of relevant studies. An experiment designed to achieve the above objectives is then described. The results indicate that more-proficient students use more langunge-learning strategics, in particular move cognitive and metacognitive strategies. Furthermore, ten strategies correlate with higher levels of oral proficiency at a significant level. These provide a tentative strategic profile of the more effective learner of German. Finally the qualitative findings suggest that more-proficient students use language-learning strategies in a more structured and purposeful manner and apply them to a wider range of situations and tasks. Finally implications for future research and for the language classroom ave discussed.