12 Questions
What does the writer do when they encounter unfamiliar English words?
They make guesses about the word's meaning.
How does the writer deal with not knowing a word during a conversation?
They use gestures to convey their intended meaning.
What does the writer do to improve their English skills?
They try to find as many ways as possible to use their English.
What does the writer do to overcome their fears when speaking English?
They try to relax and encourage themselves to speak English.
How does the writer approach listening to English speakers?
They pay attention and try to summarize what they heard.
What does the writer do when they don't understand something in English?
They ask the speaker to slow down or repeat themselves.
What does the student choose to indicate a statement is rarely true of them?
1
What is the primary purpose of the SILL Inventory?
To identify language learning strategies used by students
Which of the following strategies is NOT mentioned in Part A of the SILL Inventory?
Using a dictionary to look up unfamiliar words
What is the focus of Part B of the SILL Inventory?
Pronunciation and speaking practice
How many response options are provided for each statement in the SILL Inventory?
5
What is the purpose of the response scale in the SILL Inventory?
To identify the frequency of language learning strategies used
Study Notes
Strategy Inventory for Language Learning (SILL)
- The SILL is designed for students of English as a second or foreign language.
- It assesses students' language learning strategies through 50 statements.
- The statements are divided into six parts: A-F.
Part A: Cognitive Strategies
- Part A focuses on strategies for learning and remembering new English words.
- Examples include:
- Thinking of relationships between what is already known and new things learned in English.
- Using new English words in sentences to remember them.
- Creating mental pictures to associate with new words.
Part B: Compensation Strategies
- Part B focuses on strategies for overcoming limitations in English language proficiency.
- Examples include:
- Saying or writing new English words several times to practice.
- Trying to talk like native English speakers.
- Practicing English pronunciation and sounds.
Part C: Metacognitive Strategies
- Part C focuses on strategies for managing and monitoring language learning.
- Examples include:
- Making educated guesses about unfamiliar English words.
- Using gestures if unable to think of a word during a conversation.
- Making up new words if the right ones are not known.
Part D: Affective Strategies
- Part D focuses on strategies for controlling emotions and motivations related to language learning.
- Examples include:
- Finding ways to use English as much as possible.
- Noticing and correcting English mistakes.
- Planning and setting goals for improving English skills.
Part E: Social Strategies
- Part E focuses on strategies for interacting with others in English.
- Examples include:
- Trying to relax when feeling afraid of using English.
- Encouraging oneself to speak English despite fear of mistakes.
- Writing down feelings in a language learning diary.
Part F: Learning Strategies
- Part F focuses on strategies for seeking help and working with others.
- Examples include:
- Asking others to slow down or repeat themselves if not understood.
- Practicing English with other students.
- Asking for help from English speakers.
Assess your language learning strategies with this quiz designed for English as a second or foreign language students. Evaluate your approach to learning English and identify areas for improvement.
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