Universidad Catlica de la Santsima Concepcin

Facultad de Educacin
Learning and Acquisition of English as a Foreign Language

Language Learning Profile

The role of language learning strategies in learning
and teaching English as a foreign language

Students Name: Nayareth Hernndez

Karen Utreras
Teachers Name: Roxanna Correa.

THEORETICAL FRAMEWORK
In this theoretical framework, different authors points of view are going to be presented. In
order to analyse The role of language learning strategies in teaching and learning English
as a foreign language. Therefore, it is necessary to explain definitions of concepts, such as
English as a second and foreign language, communicative approaches, strategies in
learning, strategies in learning a language, Language learning strategies in teaching
language and styles.
Firstly, teachers need to consider the context and the environment where students learn
English in order to teach properly. Moreover, it is important to clarify that there are
different environments in which English Language is taught. Those are English as a second
language (ESL) and English as a Foreign Language (EFL), because English language
should be taught depending on students context. In order to understand these concepts they
are going to be defined.
The concept of English as a second language according to Oxford (1990:6) it implies social
and communicative functions the language serves within the communities where it is
learned. Regarding this, Yule (2010:187) affirms that a second language setting implies
learning a language that is spoken in the surrounding community. Finally, Brown
(2007:134) points out that it takes place where the target language is readily available
outside the classroom.
In contrast, the concept of English as a foreign language Oxford (1990:6) points out that a
foreign language does not have immediate social and communicative functions within the
community where it is learned. Additionally, Brown (2007: 134) affirms that EFL takes

place where students do not have ready-made contexts for communications beyond their
classroom.
As it can be seen, the context is the big difference between these concepts is; however, both
imply to teach and learn a new language. That is why teachers should make a big effort in
order to teach in the best way possible, having in mind that all students are different when
learning a new language.
Consequently, in our country, our students learn English as a foreign language because they
do not have opportunity to communicate and to practice outside the classroom the language
that is being taught. The Ministry of Education (2012: 1) establishes that:
El ingls se define en nuestro pas como idioma extranjero, ya que no se emplea como
lengua de comunicacin entre sus habitantes; adems, la mayora de los estudiantes no tiene
contacto inmediato con dicho idioma en su vida diaria. Para nuestros alumnos, las nicas
fuentes de contacto con la lengua inglesa son el profesor de ingls en la sala de clases y/o la
exposicin ocasional a la televisin, a informacin y videos en internet, y a msica o
pelculas en ese idioma.
In this line, taking into account our own context, it is necessary to mention that teachers
should provide the best environment at the moment of teaching. With this aim in mind, the
opportunity to practice the language meaningfully arises as a need in order to provide
students real situations to use the language itself. Here, a new important concept take place,
the Communicative Approach. Halliday (1970) stressed the importance of communicative
approach to language teaching, particularly the communicative acts underlying the ability

to use language for different purposes and the relationship between linguistic systems and
their communicative values in texts and discourses. (as cited by Basta, 2011:126)
Here, students not only should know about the form of the language but also the meaning
and form according to Scrivener. Therefore, they need to be aware of the use of the
language in context and how to use it in real communication in order to communicate
effectively. For this reason, the concept of communicative competence is relevant and plays
an important role, but what does this concept mean? This concept was introduced by
Hymes (1972). He defined communicative competence not only as an inherent grammatical
competence but also as the ability to use grammatical competence in a variety of
communicative situation.
Thus, teachers provide students with real opportunities, using real-life situations. Oxford
(1990: 8) development of communicative competence requires realistic interaction among
learners using meaningful, contextualized language. Another principle to be considered in
the Communicative Approach is that the teachers role is primarily to facilitate
communication and only secondarily to correct errors (Celcie-Murcia: 8). That is why
students in order to achieve the communicative competence should apply strategies to be
able to learn the language successfully. What is teachers role? As we mentioned before he
is a facilitator. Besides this, the teacher is a coach who values students linguistic
development. What is the students role? They are active participants in their own learning
process. What does this approach promote? It promotes autonomy and strategic
involvement. It means that students have to be aware of their own styles of learning in
order to develop strategies for production and comprehension. As Correa & Arancibia
(153) point out that el nfasis de este enfoque es la interaccin comunicativa hace evidente

la necesidad de que el estudiante conozca, seleccione y aplique estrategias que faciliten su

actuacin como aprendiz de la lengua.
Before starting with the concept of strategies it is necessary to clarify the concept of style
because as Brown (2007) affirms that those terms has been confused. Firstly, a style could
be defined as an intellectual tendency or preference which depends on peoples personality.
Moreover, Brown (2007) explains that when personality and cognition are linked in order
to solve a problem, this link is known as cognitive style. If cognitive style is related to an
educational context, and others elements such as affective factors are involved they are
called Learning styles.
Learning style is a cognitive characteristic that varies one person from another when the
process of learning occurs. It is the way in which people learn and perceive better the
information. Ellis (1985) describes a learning style as the more or less consistent way in
which a person perceives, conceptualizes, organizes and recalls information. (As cited by
British council website). Moreover, learning style does not imply what learners learn, but
rather how they learn. Skehan (2003: 602) argues that a person is able to adapt style
according to a specific situation. (As cited by Brown). Finally, there are many types of
learning styles which could depend on sensory preferences (auditory, kinesthetic, visual),
personality types (extraverted vs introverted, intuitive-random vs sensing-sequential,
thinking vs feeling and closing oriented vs open perceiving) , desired degree of generality
(global or holistic, analytic) , and biological differences (Biorhythms, sustenances,location)
(Oxford 2003).

On the other hand, teachers also have a style which is called teaching style. According to
Brown (2007.p.251) It is another effective consideration in the development of professional
expertise. Finally, he adds that this has to do with teachers personality.

Regarding the strategies, students typically use learning strategies that reflect their basic
learning styles (Ehrman & Oxford, 1989; Oxford, 1996a, 1996b). Within learning styles we
find the concept of strategies which are according to Brown (2007:260) strategies are
specific methods of approaching a problem or a task, modes of operation for achieving a
particular end, or planned designs for controlling and manipulating certain information. He
also states If are general characteristics that differentiate one individual from another, then
strategies are those specific attacks that we make on a given problem, and that vary
considerably within each individual (Brown 2007:132). However, only when a strategy is
used in an educational context is called learning strategy. Addicionally, Monero affirms
that las estrategias de aprendizaje como procesos de toma de decisiones efectuadas en el
curso de una tarea, lo que implica movilizar tanto el objetivo de la tarea y la representacin
de esta, como los conocimientos necesarios para poder completarla. (Correa y Arancibia:
155).
As it was mentioned before teaching a language from communicative Approach implies
that the center of the learning process is the learner. For that reason, teacher should know
styles, motivations and students learning strategies. Oxford states learning strategies are
specific actions taken by the learner to make learning easier, faster more enjoyable, more
self-directed, more effective and more transferrable to new situations (1999.p.8). She

distinguishes two different categories in her taxonomy: Direct strategies which involve the
target language and Indirect strategies which are for all subjects. In the first category we
find: memory; it implies how a learner retains and recalls new information, cognitive; it
implies understanding and production of a new language; and compensation; it helps
learners to keep a conversation when there is a lack of knowledge. In the second one, we
find: metacognitive; it implies to be aware of their own cognition, affective strategies; it
helps to control emotions, motivations and attitudes. and finally, social strategies; it implies
improvement of interaction with others. On the other hand, Tarone (1983) defined
Language Strategy as an attempt to develop linguistic and sociolinguistic competence in the
target language-- to incorporate these into ones interlanguage competence (Lessard Clouston)
Why are Language Learning strategies important? Lissard (1997. 6) LLS are important
because research suggests that training students to use LLS can help them become better
language learners. However, the responsibility to encourage students to use a strategy is
teachers responsibility. In order to motivate and make students autonomous teachers
should offer them the opportunity to develop their own strategies for success. (Brown
2007:280)
Furthermore, Oxford (1990: 9) presented the key characteristics or features of language
learning strategies as follows: 1) 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, 5) are specific actions taken by the learners, 6) involve many aspects of
the learner, not just the cognitive, 7) support learning both directly and indirectly, 8) are not
always observable, 9) are often conscious, 10) can be taught, 11) are flexible, and 12) are

influenced by a variety of factors. Oxford (1990) further emphasized that these

characteristics of strategies instruction help to facilitate a learner driven learning
atmosphere rather than the transmission of knowledge from teachers to learners.
In order to make students more independent and successful, strategies are taught by
teachers which allow them to be better learners when learning a new language. New
teaching capacities also include identifying students learning strategies, conducting
training on learning strategies, and helping learners become more independent (Oxford
1990: 10)

What is the role of LLS? According to Oxford (1990:1). Strategies are especially important
for language learning because they are tools for active, self-directed involvement, which is
essential for developing communicative competence. Appropriate language learning
strategies result in improved proficiency and greater self-confidence. Therefore, if the
students are able to choose a strategy that fits with them they will feel comfortable at the
moment of learning. Correa and Arancibia quoting to Moreno que define las estrategias de
aprendizaje como procesos de toma de decisiones efectuadas en el curso de una tarea, lo
que implica movilizar tanto el objetivo de la tarea y la representacin de sta, como los
conocimientos necesarios para poder completarla. (Correa y Arancibia: 155)
On the other hand, we have the concept of Language Learning Strategies in teaching. Here,
the concepts of pre-instructional, co-instructional, post-instructional are going to be
defined. The first one prepares the learner for what and how he is going to learn and also it
allows him to contextualize. For instance, the aim of the class and to elicit previous

knowledge. The second one has to be with the content and resources used in the teachinglearning process. And the last one enable students to value their own learning. (Daz &
Hernndez, 1999). It worth to mention that learning strategies and teaching strategies
promote meaningful learning

STUDENTS BACKGROUND
Gonzalo Vega studied at Jorge Sanchez Ugarte Technical School in Concepcin. He has
been in contact with the English language since he was a boy because his mother taught
him how to use it. Also, he is good at videogames which has given him some advantages in
terms of vocabulary. Besides this, he points out that he is always looking up unknown
words. Currently, Gonzalo is a first year student of English Pedagogy at Universidad
Catlica de la Santsima Concepcin.
WRITTEN TASK
The following task was taken from Cambridge practice tests for PET test number 2, writing
part 2 For Part 2 students have to write a short, communicative message of between 35 and
45 words. The instructions in the question tell them who they are writing to and why they
are writing. There are also three bullet points which tell them the content you must include
in their answer.
Instructions:
A friend in your English class called Elena has invited you to her wedding.
Write an email to Elena. In your email you should:
- congratulate her on her marriage
- say how pleased you are to be invited
- ask her if there is anything she would like as a present
Write 35-45
Hi Elena!
My dear classmate when I realized that you are going to get married Ive couldnt believe it, but
it is happening!, so congratulations for your marriage Im so happy about you right now that I
Cant even find the words to describe how I feel right now and you even INVITE ME! Thanks a lot
For inviting me to this moment that is so important in your entire life, and for that I will gave
You anything would like as present just for this special moment, so just ask me what do you
Want and Ill brin to you my dear girl, so have a nice day and see you soon.
Take care!

Gonzalo Vega.

ANALISIS
General Overview
In this part we are going to analyse some mistakes made by the learner. In addition, the
analysis of mistakes is divided into five main categories which are accuracy, length, text
structure, and purpose.
Accuracy
Sentence

Analysis

Correction

I will gave

Student wrote the past I will give

form of the verb to give
with the modal of future
will

Ive couldnt believe it

Student tried to use a I couldnt believe it

present perfect tense in
order to talk about an
event that occurred in past

is so important

Students

omitted

the It is so important

subject.
just ask me what do you

In noun clause after a Just ask me what you want.

Want

Wh-question
depending

the
clause

statement structure.

has

Length
Preliminary English Test Student wrote 171 words instead of 35-45 word. He exceeded the
allowable limit.
Text Structure
According to the writing is possible to realize that the learner does not know or maybe he
did not remember the structure of an e-mail. It has to be at least a salutation, body and
closing part. Also, the learners did use properly punctuation marks in order to facilitate the
reader comprehension. Finally, the ideas are a little bit disorganized because of the lack of
transitional signal such as: and, for, but. We have to emphasise that it is an e-mail for a
friend so the language should be formal.
Purpose
Student answered the three tasks that were required. Despite of he achieved the purpose of
the e-mail. It implies to write more words because he was not preceded.

ASSESSMENT

EMAIL WRITING RUBRIC

Students name:
Topic:

Outstanding

Passing

(3)

(2)

Needs
Improvement
(1)

Task

There are the 3 tasks

present

There are 2 tasks

present

There is 1 task
present

Length

35-45 words

24-34

Less than 23 words or

more than 46

Transitional
signals

Appropriate
transitional signals
that connect ideas
properly

Few effective
transitional
signals, but the
reader can follow
ideas

Lack of or inadequate
transitional signals
which confuse the
reader

Salutation and
Closing

Both are present in

the email

Only one is
present

None of them is
present

Mechanics

Makes no errors in
grammar and
spelling

There are 3-4

There are more than 5
errors in grammar errors in grammar
and/or spelling
and/or spelling

Word choice

Extensive use of key

vocabulary that
indicates control of
the topic

Uses some key

vocabulary
related to the
topic

Little or no use of the

key vocabulary of the
topic

PROPOSAL: LESSON PLANNING

Content Area: PET Exam

Topic: writing an e-mail to a friend.

Grade: 1st year University

Language Objective: write an e-mail for PET exam

Strategies Objectives: Planning
Linguistics Content: Expression, Vocabulary, transitional signals.
Communication task: Student is going to read type of PET e-mail exam.
Student is going to plan a type of PET e-mail exam.
Preparation:
Teacher elicits student current procedures and strategies that he already knows about
planning before writing.
Have you ever written an e-mail? Have you ever read a type of e-mail for PET exam?
Today you are going to write your draft of an e-mail. Also, you are going to learn how to
connect your ideas.
What do you do before you write? How do you organize your ideas?
Presentation 1:
Teacher explains that there are four stages of writing. Teacher tells students that she is
going to focus on planning.
There are four stages of writing: they are planning, composing, revising, and editing. But
today we are going to focus on planning. This strategy is called organizational planning. To
plan your write helps you to make sure you will complete the task or tasks. The
organizational plan that we are going to practice today is the outline.

Practice 1:
Teacher shows students an example of an e-mail in order to recognize the parts. Salutation,
tasks, and the end.
Look this example. I want you to look carefully because we are going to recognize how
this e-mail is structured. Salutation, how many tasks were developed, and how the writer
finished his/her letter.
Teacher writes on the board the part of the e-mail. Teacher asks student what expression the
writer used to begin the e-mail.
This is the outline of an e-mail could you tell me how the write begins the e-mail? Do
you know another way to say it? How many tasks were developed? Now, could you tell
me how the write ends the e-mail? Do you know another way to say it?
Outline
Saludation: dear, hi, hello Paty! How are you?
Body: 3
Closing: bye, see you soon, see you later.

Presentation: 2
Teacher focuses in the body of the e-mail in order to teach transitional signal and
punctuation marks.
Ok, as we learned the e-mail has three part; salutation, body and closing. In the PET exam
the most important part is the body because there you must to develop the tasks. In order to

make clear you writing you need to use some transitional signal. To add new information
you use the transitional signal: and, also. Too contrast an idea you use: but, yet. To give
reason you use: for, because. After a transitional signal goes a comma.
Practice: 2
Teacher delivers a worksheet with a writing PET activity. Student has to complete the
outline.
Here, there is PET writing activity. You have to read the instruction and complete the
outline. As we already did. Also, you according to each task you need to select one
transitional signal.
Teacher asks some students to read aloud the outline they have to say which expression
they chose for each part of the e-mail.
I need some volunteers who read their outline, it help you to organize your writing.
Remember in the body you have to write some transitional signal. It will help you to
connect your ideas
Evaluation
After finishing the reading, ask students to share their experience by using organizational
planning strategy. Ask them if it was helpful in order to organize the e-mail. Ask them if
they would use this strategy again.
Expansion
Students can also use organizational planning when are writing in their in first language.
Also, they could apply this strategy for whatever writing task.

References

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