Information Processing / Strategies
- 1. EDUC70090 Psychology of Language learning Learning Strategies
- 2. Learning strategies: origins The concept of metamemory (1970s), which later became ‘metacognition’ (1980s). Cognition Metacognition CONTROL AWARENESS
- 3. Learning strategies: origins The concept of the ‘good language learner’ (1970s). a willing and accurate guesser a strong drive to communicate, or to learn from communication often not inhibited focusing on communication and prepared to attend on form practises monitors his own speech and the speech of others attends to meaning
- 4. Learning strategies Reflective prompts: Looking at the above seven characteristics, is this how you learn language? Do you think that these characteristics are valid in your own context? Do you feel that ‘the good language learner’ is a useful conceptualisation?
- 5. Learning strategies: definition Learning strategies are procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness. Learning strategies are important in second language learning and teaching for two major reasons. First, by examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social and affective processes involved in language learning. The second reason supporting research into language learning strategies is that less successful language learners can be taught new strategies, thus helping them become better language learners…. Chamot (2005, p.112)
- 6. Learning Strategies: ● are both general approaches and specific actions or techniques ● are problem-oriented ● can be used with awareness ● involve linguistic behaviour (such as requesting the name of an object) and non-linguistic (such as pointing at an object to request its name) ● can be performed in the L1 and the L2 (linguistic strategies) ● are behavioural or mental / i.e. directly observable or not ● contribute indirectly to learning (e.g. providing data about the L2) or directly (e.g. memorization strategies) ● vary considerably due to task and individual learner preferences (Ellis, 1994, ‘Second language Acquisition’, pp 52-3)
- 7. Memory-related strategies (e.g., acronyms, sound similarities, images, key words) help learners link one L2 item or concept with another but do not necessarily involve deep understanding. Six groups of L2 learning strategies (Rebecca Oxford) Cognitive strategies enable learners to manipulate the language material in direct ways, e.g. through reasoning, analysis, note- taking, and synthesizing. Metacognitve strategies (e.g. identifying one’s own preferences and needs, planning, monitoring mistakes, and evaluating task success) are used to manage the learning process overall. (Ehrman, et al, 2003, pp316-17)
- 8. Social strategies (e.g., asking questions, asking clarification, asking for help, talking with a native- speaking conversation partner, and exploring cultural and social norms) enable the leaner to learn via interaction with others and understand target culture. Compensatory strategies (e.g., guessing from the context; circumlocution; and gestures and pause words) help make up for missing knowledge. Affective strategies, such as identifying one’s mood or anxiety level, talking about feelings, rewarding oneself, and using deep breathing or positive self-talk, help learners manage their emotions and motivation level.
- 9. There is a possible relationship between learning strategies and learning styles. When a learner uses a particular strategy this may bring to the surface a particular learning styles. In turn, it may well force the learner to come to terms with the particular way in which they approach their language learning activity. Also, when a teacher is asking her learners to engage with language in a particular way – perhaps using some learning strategy – a learner may reject the particular teaching process unless (perhaps) an explanation of what is happening, and why, is offered. Learning styles versus learning strategies
- 10. If you use strategy training in your classroom, talk about how it works. If you do not use strategy training, discuss how you might do it and how feasible it would be considering the particular contextual issues that you might face. Reflective prompts: In what way does learning strategies challenge the ‘traditional’ role of the teacher as the transmitter of knowledge?