Abstract:
The main purpose of this investigation was to establish the language teaching strategies (LTS) and the language learning strategies (LLS) used by teachers and learners respectively; and how they influence the manner in which language teachers conduct instruction in English language in secondary schools in Kenya with particular reference to Kakamega Central District. This was accomplished through the following study objectives: to investigate and establish the language learners awareness and use of LLS; to determine the language learners predisposition to using LLS; to establish the language teachers awareness of LLS; and lastly, to access how LLS influence the manner in which instruction in English is conducted. The Conceptual framework was based on the principles within the Language Teaching Theory (Stern, 1990). The conceptual framework was composed of the Good Language Learner Model (Naiman et al, 1978) and the Styles-and Strategies Based Instruction Model (Cohen and Dornyei, 2002; Oxford, 2001). The theory and models focus on the fact that both the language teacher and the language learners have certain abilities, skills and knowledge that influence and structure the manner in which language teaching-learning takes place. Stern (1990), Cohen and Dornyei (2002) and Oxford (2001) emphasize the fact that if language learning has to be effective, learners‟ language learning strategies should influence the manner in which the language teachers structure and conduct the language instructional processes. The inquiry was a descriptive case study. A total of 12 secondary schools, 36 teachers of English and 72 learners of English formed the study sample. They were selected using the stratified, simple random and purposive sampling procedures. The teachers and learners answered questionnaire, while 36 lessons of English were observed and tape recorded. The following were established from the study findings: learners were aware of LLS and their uses but they did not appropriately use them. Learners‟ age, cognitive ability, gender and class levels influenced LLS use. English language teachers were aware of LLS and their usefulness but they did not appropriately apply this knowledge during instruction. Their lessons were predominantly teacher-centred. The more experienced teachers expressed a deeper understanding of their learners‟ language learning styles. The results provided valuable SL pedagogical insights; in particular, implications of LLS and LTS to the teaching and learning of English in secondary schools in Kenya
