Cognitive Strategies: Sri Lankan Learners Prefer to Use in Arabic Composition
- October 19, 2020
- Posted by: RSIS Team
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue IX, September 2020 | ISSN 2454–6186
Cognitive Strategies: Sri Lankan Learners Prefer to Use in Arabic Composition
Dr. N.Gafoordeen
Arabic and Islamic Civilization Unit, Faculty of Arts, University of Colombo, Sri Lanka
Abstract: Learning to write in Arabic is signified as default for learners. However, research on writing strategies in Arabic as L2 or a foreign language (AFL) is still in its early point this study examined the cognitive writing strategies employed by Sri Lankan Arabic as foreign language learners in essay composition. Six pre university stage level proficient learners from the Fathih Institute in Sri Lanka were participated in this study. They were instructed to write an essay in Arabic. The think aloud protocol, observation and retrospective interview were adapted for data collection. The results indicated that proficient learners have employed eleven types of writing strategies in different perspectives for completing the task. However, learning strategy instructions required to the competence with which the learner approaches a learning task.
Keyword: Arabic Language, Cognitive Strategies, Proficient Learner, Sri Lanka,
I. INTRODUCTION
The Learning strategies (LSs) are procedures that a student uses to achieve something with a task that would be difficult without extraordinary effort. Strategies can be outdoor aids, like a clock and a calendar to help remain track of time, lists to keep in mind things to do, a calculator to help with difficult math troubles, a graphic organizer for multifarious tasks like writing a narrative. LSs have been at the heart of attention in L2 learning since the mid-1970s. Anderson, 2003; Cohen, 1996, 1998; Hosenfeld, 1979; Macaro, 2001; O’Malley and Chamot, 1990; Oxford, 1993, 2002; Rubin, 1975; Stern, 1975; Wenden, 2002 are the basic founders of LS. Pressley& McCormick, 1995; Bialystok, 1990; Oxford, 1990, 1996 are define the LS as method for understanding, remembering and using information that are purposely used and intentionally restricted by the learner.
