Acculuration and the use of Language Learning Strategies by Adult Arab Illiterate and Low-Literate Learners of Finnish as Second Language in Finland

• Main Author: Ahmed Hani Naif
• Format: Thesis
• Language: English
• Published: Universiti Sains Islam Malaysia 2019
• Online Access: http://ddms.usim.edu.my:80/jspui/handle/123456789/17836

The study aimed at understanding the effectiveness of the social and affective Language Learning Strategies (LLSs) in learning Finnish, acculturation difficulties, views, and experiences of nine (9) adult Arab low-literate and illiterate learners of Finnish as a Second Language (FSL). The participants are new comer immigrants living in Finland and learning Finnish is part of the integration programme administered by the Finnish Ministry of Labour and Economy. Adult immigrants, in general, find it difficult to deal with the daily life requirements in Finland in which Finnish language deemed essential. For example, adult immigrants must know how to deal with the semi-daily paper-based correspondence that contains notifications and appointments from different Finnish departments, such as social service or medical centres. Moreover, attending Finnish language courses for this category of learners is compulsory and the social benefit, the monthly monetary incentives the participants receive, is completely based on these courses. The participants received explicit training in social and affective Language Learning Strategy (LLS) use. They learned the benefits of using these strategies and how they promote learning Finnish if used properly. A qualitative case study approach was adopted and classroom observation and interview were conducted for data collection. Moreover, Oxford’s (1989) SILL and The Acculturation Index were utilised to support the qualitative data. Braun and Clarke’s (2006) six-step thematic analysis was adopted and ATLAS. ti version 7 software was used for the purpose of data management and analysis. The findings showed that the participants used both social and affective LLSs at medium level. The use of these two vital strategies, to some extent, is more effective at Finnish language courses than in normal daily life. The participants reported a number or difficulties in the implementation of these strategies, such as their low literacy level, the isolated social life in which they are involved, in addition to the Finn stereotype that tend not to mingle with foreigners and prefer to socialise in certain places like bars and night clubs. Furthermore, there are vast differences between the participants’ backgrounds and the host Finnish society in terms of culture, values, traditions, religion, and norms. The study enriches the body of literature and the present knowledge on the LLS use with the knowledge regarding challenges faced by adult low-literate and illiterate learners of Finnish.