From 1960s to 1990s ◦ Records and Record Players

◦ Reels, Cassettes and Tape Recorders

◦ Language Labs

◦ Video and Video tapes

◦ CD ROMs were the effective teaching tools in Language Classes

From 1990s onwards (due to widespread use of internet)

Online language learning programs

Websites providing materials for language learners

Wikis, Blogs, Podcasts, etc. providing interactive support

Course Management Systems like Moodle, Sakai, Blackboard, etc.,

allowing universities and educationalists to design their courses online.

Personality competent

Inter-personality competent

Inter-culturally competentCommunicatively competent

Media competent

Learner training aims to help learners consider the factors that affect their learning and discover the learning strategies that suit them best so that they may become more effective learners and take on more responsibility for their own learning.

 (Ellis and Sinclair 1989)

There is convincing evidence that people who take the initiative in learning (pro-active learners) learn more things and learn better than do people who sit at the feet of teachers, passively waiting to be taught (reactive learners). (Knowles 1975)

During the 1970s methodological trends in ELT moved towards a perspective of adult learners as capable of self-direction, able to plan and organize their own learning, and able to proceed in language learning with the kind of self-reliance they develop in other areas of their lives. (ELT Journal Volume 47/1 January 1993)

Considering student ‘motivation’ Shifting ‘responsibility’ Encouraging ‘reflection’ Developing study skills Building confidence Encouraging experimentation

Learning strategies

leamer organisation resources available infrastructures self-study opportunities

leamer awareness learning styles needs/goals self-assessment attitudes/group dynamics

Language strategies

communication speaking listening reading writing

language assimilation memory self-editing monitoring

Speaking: paralinguistic features, mime gesture. conversation management: active

listening/changing direction gaining time:

hesitation/lubricators/waffling avoidance: synonyms/circumlocution repair strategies: dealing with error practice/rehearsal risk-taking affective factors

Listening: goal setting/ prediction / using personal

knowledge affective factors: dealing with

uncertainty awareness of extensive listening awareness of context/style/register guessing: use of paralinguistic clues use of cohesive devices/key words summarising/chunking/note-taking expressing misunderstanding

Reading; goal setting/prediction/using personal

knowledge awareness of extensive reading awareness of text types/style/register use of visual clues/diagrams use of cohesive devices, anaphoric and

cataphoric reference chunking/note taking dictionary use inference of meaning from context

Writing: goal setting: content/audience brainstorming/mind maps planning: text coherence/paragraphs drafting: cohesive devices/dictionary

use/avoidance strategies: simplification/paraphrase self/peer editing

Assimilation: metalinguistic awareness (eg: grammatical terminology) deduction/induction (of language rules/pattems) translation/transfer (L1-L2) grouping/classification (of new language

Memory: grouping/classification of language use of images/sounds word association practice/rehearsal transfer

Editing/monitoring: self-editing peer/group editing self/peer/group monitoring awareness of error

Listening: Use of non-linguistic clues. Awareness of the need for extensive listening

(rather than trying to understand everything in a text).

Ignoring words that are not known.

Speaking Use of rules of discourse (tum-taking etc). Awareness of error as part of the leaming

process. Compensation strategies: using communication

strategies to overcome difficulties, asking for help, clarification, use of cognates.

Avoidance strategies: use of simple constructions / referring to the functions of an object.

Writing Awareness of error as part of lerning process. Maximum use of linguistic and sociocultural

resources available.

Reading Use of available communication strategies to

overcome problems of comprehension. Awareness of the need for extensive reading

(rather than trying to understand everything in a text).

Ignoring words that are not known. Use of elaboration: taking into account previous

knowledge. Inference of meaning from context.

Reflection on leaming Understanding of principal mechanisms implied

in language leaming. Awareness of importance of participation and

positive attitude. Awareness of own knowledge about language

as support. Importance of risk-taking. Self-monitoring. Conscious use of leaming strategies such as:

paraphrasing, deduction, grouping Awareness of task types and communication

strategies (such as use of cognates). Self-assessment. Awareness of group dynamics

Familiarisation with textbook: students match pictures with the topics dealt with in the book; students answer a quiz about the textbook (eg: What is in the picture on page 23?) students workout their own quizzes in pairs or groups for others in the class to

answer.Awareness of resources: students match descriptions (eg: monolingual dictionary) students list the leaming resources at their disposai and then think about which are

the most important.Awareness of leaming styles: in pairs students do a survey activity about what ciassroom activities are most useful

for them; students answer a leamer questionnaire about what kind of leamer they are.Listening strategies: students evalúate advice about listening: good/bad (Example: Stop listening if you

don't understand every word = bad advice); students list the strategies they have used during a listening activity; students order strategies.

Spcaking strategies: students match advice with problems; students think of advice to give to solve

problems; students select appropriate speaking strategies for specific situations (eg:telephoning/shopping)".

What’s expected of you? Being a good student Knowing your learning

self (analysing yourself) A good language learner How to study at home

(planning, etc.) Self-assessment Learner diaries, journals Using the internet

Choosing and using dictionaries

Choosing / having the right resources

Exploiting other resources

How to listen How to read How to write How to speak Using the library