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STRATEGIES AND TEACHING A SECOND LANGUAGE
ENGLISH LANGUAGE METHODOLOGY IIProf. R. CorreaII Semester 2007I Semester 2009
WHAT ARE LEARNING Strategies STYLES?
Tools Techniques Special sts behaviour Conscious processes Learners use them to learn and to regulate learning They are employed by the learner They are focused on SLL Communicative Str ( Nunan 1999) Information Str ( Carter & Nunan 2001)
WHAT ARE LEARNING Strategies STYLES? Conscious steps or behaviours Intentional thoughts Taxonomy ( Oxford 1989)
LEARNING STYLE/ LEARNING STRATEGYLearning style The way learners percieve , interact with and
respond to the enviroment. How individuals process inf. In different ways. Individual’s natural habitual and preferred ways of
absorbing ,and retaining new inf 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 inf.
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 my vary enormously , but learning styles are more constant and predictable but not always fixed”( Brown 2001: 210).
LEARNING STYLE/ LEARNING STRATEGY
Researches have 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.
Main features to learn english To Facilitate
learning( efficient, effective)
A Conscious process that helps to regulate learning
Ceballos, Martínez, Norambuena & Orellana ( 2009)
Ceballos et all (2009)
Specific tools (in the sense that sts choose them)
Intentional choice LLS influence learning
Cid,Favero,Hernández & Lepillàn(2009)
Main features to learn english Improvement progress Lls are facilitators LLS engage sts into
Learning
Aguilera,Celedón,Fuentes, Ibañez & Pérez ( 2009)
Self-directed behaviour Promote a better
comminicative lg Organized steps
tofollow They influence the
communicative task Burgos,Medina &
Sanhueza(2009)
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 indirectly
8. They are not always obsevable.
Learning Strategies Features9. Are often conscious
10. Can be taught
11. Are flexible
12. Are influenced by a variety of factors
Learning Strategies Features13. They are task oriented.
14. They imply decision- making to 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
Afective 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 Mstrategy 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 mechanicla 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 you 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 Skills
1.1 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 Skills
1.2 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 Skills
1.3 Evaluating your Learning (A)
Self-monitoring Self evaluating
2.Affective Strategies and Language Skills
2.1 Lowering your anxiety (A) Using progressive relaxation, deep breathing, or
meditation. Using music Using laughter
2.2 Encouraging yourself Making positive statements Taking riks wisely Rewarding yourself
2.Affective Strategies and Language Skills
2.3 Taking your emotional temperature (A) Listening to your body Using checklist Writing a Language Learning Diary Discussing your feelings with someone
else.
3. Social Strategies and Language Skills
3.1 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
lamguage.