Grammar Learning Strategies Case Study

The frequency of the students’ use of grammar learning strategies
In the scope of the grammar learning strategies, all the categories fell within a medium strategy use level (3.14). The most highly frequently used strategies were affective (3.33). After that, there were compensation and cognitive strategies (3.26 and 3.25, respectively). Then social strategies with a mean of 3.21, followed by memory and metacognitive strategies with means of 3.17 and 2.81, respectively.Similarly, Riazi and Rahimi (2005) reported the result of their study showing that the mean strategy use by the participants on the whole strategies was 3.44, indicating that they were medium strategy users. This finding of this study and Riazi and Rahimi’s study (2005) relation
In fact, due to the help, encouragement and careful instruction of the English teachers in grammar classes, they have developed positive emotions and attitudes towards grammar learning. Because conscious attention to grammar language learning process, they can build theseemotion and attitudes, and that is why affective strategies were used at such a high level. Furthermore, in most English classes, a lot of emphasis is put on explaining about the grammar and making the studentsaware of the process of learning grammar even in cases of
The frequency of their use was relatively as high as compensation strategies. Although numerically they were used less frequently than affective and compensation strategies, cognitive strategies did not show significant difference with them. In other EFL studies, such as Wharton (2000), Bremner (1999), and Park (1997) cognitive strategies were reported to be among approximately at the middle of the rank of strategy categories. Oxford (1990) supposed that cognitive strategies werecrucial in learning a new structure because they operate directly on incoming information. Besides, O’Malley and Chamot (1990) regarded cognitive strategies as the most popular strategies with language learners. In the current study, cognitive strategies appeared in the middle of the rank of strategies and were used at a medium level. A quick review over the cognitive strategies used frequently by the participants of this study may justify their frequent use. These strategies were such as“I say a new grammar structure to myself several times,” “I do grammar exercises at home,” “I try to practice a new grammar structure in speaking,” “When I see a new grammar structure, I use the context/situation, the dialogue, or the picture to understand its meaning, “I write emails, letters or compositions to practice the newly learnt grammar structures,” “When I learn a new grammar structure, I compare it with my own language