Learning Strategies
-
Upload
tomi-wardana -
Category
Documents
-
view
5 -
download
1
description
Transcript of Learning Strategies
LEARNING STRATEGIES
GROUP 3CLASS ING - C
1. AFRIAN14178001/2014
2. IMPIANI ZAGOTO14178024/2014
APPLIED LINGUISTIC SUBJECT
Learning Strategies
1. Definitions of Learning Strategies
2. Methods used to investigate learning strategies
3. Classifying learning strategies
4. Factors affecting strategy choice
5. Learning strategies and language learning
6. Correlational studies employing statistical procedures
7. Training learners in the use of learning strategies
1. Definition of Learning Strategies
Mental or behavioral activity related to some specific stage in the overall process of language acquisition or language use
General Definition
The relationship between individual learner differences, situational factors, learning strategies, and learning outcomes
Learning Strategies
Mediating Role
Researchers PROBLEMS???
Different Definitions
The Characteristic of Learning Strategies
1. Strategies refers to general approaches and specific actions or techniques to learn L2
2. Strategies are problem oriented3. Learners are aware with their strategy use4. Strategies involve linguistic behavior and non
linguistic5. Linguistic strategies can be performed in the L1
and L26. Some strategies are behavioral while others are
mental 7. Strategies contribute indirectly and directly to
learning8. Strategy as a result both kind of task and
individual learner preferences
For research purpose
Production sets that exists as declarative knowledge and are used to solve some learning problem
2. Methods used to investigate learning strategies
Structure interviews and questionnaires
Diaries studies
Think – aloud tasks
Pair – thinking aloud
3. Classifying Learning Strategies
1). Skehan (1989)
1. The learner’s capacity on the learning situation
2. The learner’s ‘technical predispositions’
3. The learner’s capacity to evaluate
2). Naiman et al
Active task approach
3). Rubin (1981)
Clarification/Verification
4). O’Malley and Chamot (1987), Wenden (1991) and Oxford (1990) give important contribution about knowledge of learning strategies
O’Malley and Chamot’s typology of learning strategies (Chamot, 1987)
O’Malley and Chamot’s typology of learning strategies (Chamot, 1987)
O’Malley and Chamot’s typology of learning strategies (Chamot, 1987)
Strategy system: Overview (Oxford, 1990:16)
4. Factors affecting strategy choice
Individual learner differences
Beliefs about language learning
Learner Factors
The learner’s personal background
Situational and social factors
Factors in strategy use
5. Learning strategies and language learning
The ‘Good Language Learner’ studies
The ‘Good Language Learner’ studies
Five aspects of successful language learning The ‘Good Language Learner’ studies
1. A concern for language form
2. A concern for communication (functional practice)
3. An active task approach
4. An awareness of the learning process
5. A capacity to use strategies flexibly in accordance with task requirements
6. Correlational studies employing statistical procedures
1). Bialystok The relationship between four strategies and L2 proficiency
2). Politzer and McGroarty’s
(1985)
The relationship behaviours learners using 1) Study inside the classroom, 2) Individual study, 3) Social interaction outside the classroom
3). Mangubhai (1991)
The relationship different behaviours learners on 1) Form, 2) On Meaning, 3) On memory (retrieval and storage)
Studies of Vocabulary-learning strategies
Cohen and Aphek (1981)
The use of mnemonic association aids vocabulary learning
Brown and Perry (1991)
The success of three vocabulary-learning
strategies
The study of vocabulary-learning strategies is a promising area of enquiry
Studies of learning strategies used by children
Wong-Fillmore’s (1976;1979)
The use of ‘Join a Group’ strategy
Chesterfield and Chesterfield
(1985)
How children’s learning strategies change as their
knowledge of the L2 develops
It is not clear, whether the differences in the kind strategies used by adult and child subjects is a reflection of their age or of the research methodology
Relating learning strategies to second language development
1. The strategies that learners elect to use reflect their general stage of L2 development.
2. Successful learners appear to use learning strategies more frequently and in qualitatively different ways than learners who are less successful
3. Successful language learning involves attention to both form and meaning
4. Different kinds of learning strategies may contribute to different aspects of L2 proficiency
5. Learners need to employ strategies flexibly by selecting those strategies
6. Many learners appear to under-utilize this type of strategy
7. The more successful adult learners are better able to talk about the strategies they use
8. The learning strategies used by children and adult may differ
7. Training Learner in the use of learning strategies
Bialystok (1983b)Strategy training particularly useful in vocabulary acquisition
Cohen and Aphek (1980)
Gave adult learners of L2 in how to learn vocabulary through associations
O’ Malley et al (1985b)
The effect of strategy training on vocabulary learning and performance on a listening and a speaking task
Conclusion
1. Discussions of learning strategies conclude with the problems that have surface and need to be addressed before progress can be made
2. There is no agreement about what constitutes a ‘learning strategy’
3. Considerable progress has been made in developing taxonomies of learning strategies. Three way distinction between cognitive, metacognitive, and social/affective strategies
COMMENTS
1. (Mike): 1) the time of presentation, 2) more explanation about factors affecting strategy choice (The learner’s personal background.
2. (Lauri): the problem of not only definitions but also all the definition have unclear information, unconsciously, because that the authors make the characteristic about learning strategies.
3. (Rahmi): It should explain about more the observation method.
QUESTIONS
1. How can we determine that best strategies that can be applied in the classroom according to the difference of the students? (Sri)
2. (Yeni) how to determine the strategy of these three steps and the how the strategy in the classroom?
3. What are the difference of strategy, method and approach? (Ari)
FEEDBACK & ANSWER
1. (Impiani): In the classroom, there are best and also low student. So, to choose best strategy is based on the student needs.(Rian): There
(Hasrat): In the classroom consist of high, standard, low students. There is strategy by using dictation. Based on this strategy, there are combination of reading, and write.
FEEDBACK & ANSWER
2. (Impiani): In the classroom, there are best and also low student. So, to choose best strategy is based on the student needs.(Rian): There(Hasrat): In the classroom consist of high, standard, low students. There is strategy by using dictation. Based on this strategy, there are combination of reading, and write.
FEEDBACK & ANSWER
Strategy = Some planning
Method = A way something is done
Approach = treating Something in a certain way
FEEDBACK & ANSWER
Mr Zaim:
1. The language learning strategies
2. There are several kind of strategies that can be use by the learners. How can we applied the strategy? We can use the strategy in the process of teaching. This article explain about good