L2 language grammar learning strategies: a Q methodology study

<div style="border-bottom-width:medium;border-bottom-style:none;padding:0px;margin-top:2rem;color:rgb( 51 , 51 , 51 );font-family:&#39;open sans&#39; , sans-serif;font-size:17.6px"><p class="MsoNormal"><span lang="EN-US"><span style="background-color:rgb( 251 , 251 , 251 );color:rgba( 0 , 0 , 0 , 0.87 );font-family:&#39;raleway&#39; , sans-serif;font-size:14px">Project &#34;Strategie uczenia się gramatyki, wybrane różnice indywidualne a rozwój wiedzy językowej wśród osób uczących się języka obcego na poziomie zaawansowanym&#34;, number 2020/39/B/HS2/00501,</span></span></p><p class="MsoNormal"><span lang="EN-US">Purpose: Given the complexity and
multidimensionality of grammar, even most effective instructional techniques
may fail to help learners master this second language (L2) subsystem, in
particular when it comes to using grammar structures in communicative interactions.
Thus, it is crucial that learners engage in adept use of grammar learning
strategies (GLS) which facilitate the development of explicit and implicit
(automatized) knowledge. However, research into GLS is scarce and it mainly
relies on identification of general patterns and group-level analyses. In
particular, no attempt has been made to identify profiles in terms of learners’
subjective perspectives on GLS. To address this gap, this investigation
utilized Q methodology, a mixed-methods approach to typological and
phenomenological research.</span></p><p class="MsoNormal"><span lang="EN-US">Methodology: Data were collected from 35
learners in Iran with different levels of proficiency and experiences with
grammar instruction. Participants ranked Q statements based on different
approaches to learning L2 grammar, and nine took part in interviews to enhance
understanding of their subjective viewpoints.</span></p><p class="MsoNormal"><span lang="EN-US">Findings: The analyses yielded three
profiles: the communicative use L2 grammar learner, the metacognitive L2
grammar learner, and the social, feedback-oriented L2 grammar learner.</span></p><p class="MsoNormal"><span lang="EN-US">Originality: The study contributes to the
scant body of research on GLS and it is the first to employ Q methodology to
tap into such strategies.</span></p><p class="MsoNormal"><span lang="EN-US">Implications: The results help better
understand how specific learners&#39; viewpoints shape the process of L2 grammar
learning, thus stressing the need for individualization and differentiation.</span></p></div>