Learner strategiesBy :-

What is learner strategies? Learner strategies considers the

internal processes which account for how the leraner handels input data and how the learner utilizes L2 resources in the production of messages in the L2

Two Types of L2 KnowledgeDeclarative knowledge

declarative knowledge is knowing that it consist of internalized L2 rulers and memorized chunks of language

Procedural knowledge Procedural knowledge is knowing

hos : it consists of the strategies and procedures employed by the learner to process L2 data for acquisition and for use.

Learning Strategies

The proliferation of terms and concept, so characteristic of accounts of every aspect of procedural knowledge, is perhaps most evident in discussions of learning strategies. Strategies as varied as memorazation, overgeneralations, inferencing, and prefabricated patternhave all been treated under the general heading of learning strategies.

Formulaic SpeechFormulaic speech, its consist of

experience expression which are learned as unanalysable wholes and employed on particular occasion (lyons 1968;177)

Krashen and Scarcella (1978) distinguish between routines and pattern as, to refer respectifully to whole utterances learnt as memorized chunks and to utterance that are only partially unanalysed and have one or more open slots.

Formulaic speech has been observed to be very common in SLA, particularly in the early stage of development.

The particularly chunks which are learnt are likely to vary form learner to learner, but the following appear to be typical:

I don’t know Can I have aThere is no

Creative speech Creative speech is the product of L2 roles.

These are in creative Chomskian sense that they permit the L2 learner to produce entirely novel sentences.

A plethora of strtegies have been propose to account for the creative role system. Faerch and Kasper (1980;1983) provide a framework which can be used to consider that strategies systematically.

They distinguish strategies involve in establishing interlangguage role and strategies involved in automatizing interlangguage knowledge

Hypothesis formationFaerch and Kasper (1983b) data

that hypothesis about interlanguage rules and formed in three ways:

1. by using prior linguistic knowledge

2. by including new rules from the input

3. by a combination of 1 and 2

Hypothesis testingThere it was pointed out that language

learners may make errors in order to test out hypothesis about the L2 rule system.

Once the learners has developed a hypothesis, he can test it out in a variety of ways. Fearch and Kasper (1983b) list these ways:

1. Receptively2. Productively3. Metalingually4. Interactionally

Automatization processesAutomatization involves about

the practising of L2 rules which enter interlanguage at the formal end of the stylistic continum and the practising of rules which are already in use in the vernacular

Production strategiesProduction strategies consider

the unproblematic use of L2 knowledge and consider specific strategies asociate with the planning and articulating component of this model.

Planning programmeCommunicative goalDiscourse planSentence planConstituent plans

The articulatory programmeThe selection of the meaning that

each constituent is to haveThe selection of a syntactic

outline for the constituentContent word selectionAffix and function word formationSpecification of the phonetic

segment

Two sets of strategies based on the model:Minimal strategiesMaximal strategies

Planning strategiesSemantic simplificationLinguistic simplification

Defining communication strategiesCommunication strategies are

seen as attempts to bridge the gap between the linguistic knowledge of the L2 learner and the linguistic knowledge of the learner’s interlocutor in real communication situation.

A typology of communication strategiesReduction strategies1. formal reduction strategies2. functional reduction strategiesAchievement strategies1. compensatory strategies2. retrieval strategies

The effect of different variables on the use of communication strategies

Effects of proficiency levelEffects of the problem-sourceEffects of personalityEffects of the learning situation

The issue to do with the role of communication strategies in SLA What extent and in what ways

they contribute to L2 learning.What aspect of interlanguage

development is affected.

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