Language learning strategies (LLS) play a significant role in enhancing learning (Hedge, 2000; Oxford, 1990, 2003). In spite of this, little attention has been given to LLS in oral production in English as a second language (ESL) in Chile. This quasi-experimental research aimed to improve learners’ oral production achievements through a direct instruction period (DIP) of memory and social learning strategies. The participants included 10 eleventh grade students from a state-subsidized school. Both qualitative and quantitative instruments were used to collect data including: ethnographic field notes, surveys, and a pre/post-test. Moreover, due to sample size, non-parametric statistics were used to analyze the results obtained from the pre- and post-tests. Results showed that students’ oral production improved as a result of the memory instruction and social strategies suggesting that the former is more influential than the latter. These findings also suggest that a change in teaching methodologies and sample size might have influenced the results.

中文翻译：

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记忆和社会策略对口语生产的影响

语言学习策略（LLS）在增强学习中起着重要作用（Hedge，2000; Oxford，1990，2003）。尽管如此，在智利，英语作为第二语言（ESL）的口头制作中的LLS很少受到关注。这项准实验性研究旨在通过记忆和社交学习策略的直接指导期（DIP）来提高学习者的口头表达成绩。参加者包括来自国家资助学校的10名11年级学生。定性和定量工具都用于收集数据，包括：人种志领域笔记，调查和前/后测试。此外，由于样本量大，因此使用非参数统计数据来分析从测试前和测试后获得的结果。结果表明，通过记忆教学和社交策略，学生的口语能力得到了提高，表明前者比后者更具影响力。这些发现还表明，教学方法和样本量的变化可能会影响结果。