STRATEGIES AND TEACHING A SECOND LANGUAGE

ENGLISH LANGUAGE METHODOLOGY IIProf. R. CorreaII Semester 2007

WHAT ARE LEARNING STYLES?

LEARNING STYLE/ LEARNING STRATEGYLearning style The way learners perceive , interact with and

respond to the enviroment. How individuals process information in different

ways. Individual’s natural habitual and preferred ways of

absorbing ,and retaining new information and skills Related to personality and cognition. Trends that

differentiate you from others The way a person learns or gets knowledge best:

auditory, kinethic,visual…

LEARNING STYLE/ LEARNING STRATEGY Learning strategyCognitive &Metacognitive steps that learners use to

achieve a goal.Specific actions to make learning easier , faster and

more enjoyable to new situations.Activities that help people to use their own learning

style, to best approach new learningMethods used for a long period of time to achieve

learning aims.Specific methods of approaching a task. Planned

designs for manipulating certain information

LEARNING STYLE/ LEARNING STRATEGYLearning style

Oxford (1989: 2), states that this concept includes four dimensions a) every day and favourite patterns of mental work, b) attitude and interest patterns which influence the attention of a person in a learning situation, c) tendency to look for compatible learning situations with our own patterns of learning and d) selective use of learning strategies.

LEARNING STYLE/ LEARNING STRATEGY

“The strategies used by one individual may vary enormously , but learning styles are more constant and predictable but not always fixed”( Brown 2001: 210).

LEARNING STYLE/ LEARNING STRATEGY

Research has shown that successful students are those who know and can modify their learning strategies (Brown, 2000)

LEARNING STYLE/ LEARNING STRATEGYLearning Strategy Specific actions, behaviours, steps, or

techniques that students (often intentionally) use to improve their progress in developing L2 skills. These strategies can facilitate the internalization, storage, retrieval, or use of the new language. Strategies are tools for the self-directed involvement necessary for developing communicative ability. (Oxford, 1992/1993, p. 18)

LEARNING STYLE/ LEARNING STRATEGY Learning Strategies do not operate by

themselves, but rather directly tied to learner’s underlying learning style and other personality- related variables in the learner.(Brown,1991& Cohen, 2000)

Learning Strategies

Workshop 1

Work in groups of four. Read the different definitions about Learning Strategies

Select from all the definitions the aspects they have in common.

Select those aspects you think are relevant to your English classes. Be ready to support your ideas.

Learning Strategies Features1. Contribute to the main goal, communicative

competence.2. Allow learners to become more self-

directed.3. Expand the role of teachers.4. Are problem oriented.

Learning Strategies Features5. They are specific actions taken by the

learner.6. Involve many aspects of the learner, not just

the cognitive.7. Support learning both directly and indirectly8. They are not always observable.

Learning Strategies Features9. Are often conscious10. Can be taught11. Are flexible12. Are influenced by a variety of factors

Learning Strategies Features13. They are task oriented.14. They imply decision- making for the student.15. Its selection involves cognitive and

metacognitive processes.16. They allow autonomy.

Learning Strategy Instruction LLS have an explicit goal of assisting

learners in improving their knowledge in the target language.

Language Use of Strategies (LUS) focus primarily on employing the language that learners have in their current interlanguage.

CLASSIFICATION OR TAXONOMIES OF LLS.

Naiman et al. (1978). Rubin (1981) Oxford (1990 ) Wenden (1991) Stern (1991) Brown ( 2000)

Diagram of the Strategy System

DIRECT STRATEGIES INDIRECT STRATEGIES

Cognitive CompensationMemory Social Affective Metacognitive

•Creating mental Linkage

•Applying images and sound

•Reviewing well

•Employing action

•Practicing

•Receiving and sending messages.

•Analyzing and reasoning

•Creating structure for

input and output

•Guessing intelligently

•Overcoming limitations in

speaking and writing

•Centering your learning.

•Arranging and planning your listening.

•.Evaluating

your learning.

•Lowering your anxiety. Encouraging

yourself.

•Taking your emotional

temperature.

•Asking questions.

•Cooperating with others.

•Empathizing with others.

Diagram of the Strategy SystemOxford (1990 ) DIRECT STRATEGIES Memory Strategies

Cognitive Strategies

Compensation Strategies

INDIRECT STRATEGIES Social Strategies

Affective Strategies

Metacognitive Strategies

Diagram of the Strategy System ( two classes) Direct Strategies Memory Strategies A. Creating mental

Linkage

B. Applying images and sound

C.Reviewing well

D.Employing action

Diagram of the Strategy System ( two classes) Cognitive Strategies A. Practicing

B. Receiving and sending messages.

C. Analyzing and reasoning

D. Creating structure for input and output

Diagram of the Strategy System ( two classes) Compensation

Strategies A. Guessing

intelligently

B. Overcoming limitations in speaking and writing

Diagram of the Strategy System ( two classes) Indirect Strategies Metacognitive

Strategies A. Centering your

learning.

B. Arranging and planning your listening.

C.Evaluating your learning.

Diagram of the Strategy System ( two classes) Indirect Strategies Affective Strategies A. Lowering your

anxiety.

B. Encouraging yourself.

C.Taking your emotional temperature.

Diagram of the Strategy System ( two classes) Indirect Strategies Social Strategies A. Asking questions.

B. Cooperating with others.

C. Empathizing with others.

WORKSHOP 2

Check your attitude towards Memory Strategies

List at least 4 new ideas about Memory strategies you gained from this ppt.

Brainstorm the way MS might be used in 2 different settings: lg classroom, naturalistic setting outside the classroom

Direct Strategies and Language Skills 1.Memory Strategies1.1Creating Mental Linkages

Grouping (L/R) Associating /Elaborating (L/R) Placing new words in context (A)

1.2 Applying Images and Sounds Using imagery (L/R) Semantic mapping (L/R) Using key words (L/R) Representing sound in memory(L/R/S)

1.Memory Strategies and Language Skills 1.3 Reviewing well

Structured reviewing (A)

1.4 Employing action Using physical response (L/R) Using mechanical techniques (A)

2.Cognitive Strategies and Language Skills2.1 Practicing

Repeating(A) Formally practicing with sounds and

writing system (L/S/W) Recognizing and using formulas and

patterns (A) Recombining(S/W) Practising naturalistically(A)

2.Cognitive Strategies and Language Skills2.2 Receiving and Sending messages

Getting the idea quickly.(L/R) Using resources for receiving and sending

information.(A)2.3 Analyzing and Reasoning

Reasoning deductively(A) Analyzing expressions(L/R) Analyzing contrastively(L/R) Translating(A) Transferring(A)

2.Cognitive Strategies and Language Skills2.4 Creating Structure for input and output

Taking notes (L/R/W) Summarizing(L/R/W) Highlighting(L/R/W)

3.Compensation Strategies and Language Skills3.1 Guessing intelligently

Using linguistic clues (L/R) Using other clues (L/R)

3.2 Overcoming limitations in Speaking and Writing (S/W)

Switching to the mother tongue Getting help Using mime or gesture Avoiding communication partially or

totally

3.Compensation Strategies and Language Skills3.2 Overcoming limitations in Speaking and

Writing (S/W) Selecting the topic Adjust or appoximating the message Coining words Using circumlocution or Synonym

WORKSHOP 3

Consider a difficult subject1. Write down 3 examples of times when a new

subject seemed overwhelming .2. Choose the single most interesting example and

discuss what made it difficult for you.3. List your affective (emotional and attitudinal)

responses to that subject and explain what strategies you used to cope with those responses.

4. Consider your metacognitive control over the subject.

1.Metacognitive Strategies and Language Skills1.1 Centering your learning

Overviewing and linking with already known material.(A)

Paying attention(A) Delaying speech production to focus on

listening.(L/S)

1.Metacognitive Strategies and Language Skills1.2 Arranging and planning your learning

(A) Finding out about Lg. Learning Organizing Setting goals and objectives Identifying the purpose of a lg. Task Planning for a lg. Task Seeking practice oppotunities

1.Metacognitive Strategies and Language Skills1.3 Evaluating your Learning (A)

Self-monitoring Self evaluating

2.Affective Strategies and Language Skills2.1 Lowering your anxiety (A)

Using progressive relaxation, deep breathing, or meditation.

Using music Using laughter

2.2 Encouraging yourself Making positive statements Taking risks wisely Rewarding yourself

2.Affective Strategies and Language Skills2.3 Taking your emotional temperature (A)

Listening to your body Using checklists Writing a Language Learning Diary Discussing your feelings with someone

else.

3. Social Strategies and Language Skills3.1 Asking Questions

Asking for clarification or verification(L/R) Asking for correction (S/W)

3.2 Cooperating with others (A) Cooperating with peers Cooperating with proficient users of the new

language.

3. Social Strategies and Language Skills3.3 Emphatizing with others (A)

Developing cultural understanding Becoming aware of others’ thoughts and

feelings.