Abstract:
The inadequate English language proficiency (LP) of multilingual first-year students on a university campus in South Africa has proved to be an obstacle to successful academic literacy and performance. English is the medium of instruction at university, but not a home language for any of these students. There might be several reasons and solutions for this problem; however, this study focuses on one possible factor related to this predicament. The research question that was investigated is whether weak performance in English can be directly related to the use of second-language learning strategies. Consequently, a study was done based on the hypothesis that there is a correlation between second-language learning strategies (independent variable) and LP (dependent variable). This correlation was tested amongst a random selection of BA first-year students for whom English is a second language (L2), by using a standardised test and questionnaire. Data were analysed using Spearman’s rank-order correlation, by means of the Statistical Package for the Social Sciences (SPSS). The results show a correlation between LP and language learning strategies (LLSs) in general and a statistically significant correlation (r = 0.26) between compensation strategies and LP. This article reflects on the pedagogical implications for the teaching and learning of an L2 and recommendations are made in this regard.
