In Search of the Cognitive Strategies Used in Learning English Grammar

Abstract

The present study seeks to explore the cognitive strategies that are used by EFL students in grammar learning. For this to obtain, three research questions are raised: 1) What are the cognitive strategies that are employed by second year EFL learners when learning English grammar? 2) What are the most used cognitive strategies and the least used ones in grammar learning? 3) How should strategy training be carried out in EFL lassrooms for an effective use of learning strategies, in general, and cognitive strategies, in particular, in learning rammar? To answer the research questions, the data are collected through two questionnaires administered to heparticipants via emails. The sample of the study consists of eighty one EFL students who are currently in heir second year and ten EFL teachers at the Department of Foreign Languages, Mila University. Upon analysis of the data, the results show that second year EFL students use a wide range of cognitive strategies in grammar learning. It is found that the most used strategies are paying attention to the teacher’s feedback and to grammar when writing whereas memorization, repetition, and practice exercises are the least used ones. The findings also reveal various suggestions for an effective classroom implication of strategy training. The study ends up with a number of pedagogical recommendations for teachers, students and future research, along with a discussion of its limitations