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