THE RELATIONSHIP BETWEEN L2 PROFICIENCY AND READING STRATEGIES

Learning strategies as the tools for strategy users enable them to improve and enhance their learning and pave the way for learners. The scope and extent of using strategies can be differed according to a great deal of variables. Learners and teachers can use strategy training because most of the variations based on these findings are in regard to the strategies which are used consciously. These variations do not mean more strategy use by more proficient learners. Most of the studies based on Strategy Inventory for Language Learning (SILL) have made comparisons in terms of overall language learning strategies and the variables that affect them, but this article discusses the relationship between reading strategy use and L2 proficiency. It analyzes the variation of reading strategy use at three different proficiency levels (elementary, intermediate and advanced). The results revealed significant variation by proficiency level for memory, cognitive, compensation, affective, and social categories of reading strategies. It also showed significant variation for direct and before reading strategies. Chi-Square Test results revealed significant variation for 10 items out of 20. There were items which did not show any significant variation and they were used frequently, moderately and infrequently by the learners.