Professional Documents
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Types of strategy:
Learning strategies and
Communication strategies.
Cognitive Strategies: Are more limited to specific learning tasks and involve
more direct manipulation of the learning material itself.
Omalley, Chamot, and Kupper (1989) found that second language learners
developed effective listening skills through the use of monitoring. Elaboration
and inferencing.
L: I lost my road.
NS: You lost your road?
L: Vh,. I last. I last. I got Lost.
The learner avoided the lexical item road entirely, not being able to come up
with the word way at that point.
I dont understand you. Such phrases are memorized by rote to fit their
appropriate context. An example is the memorization of certain stock phrases
or sentences without internalized knowledge of the learners components.
Code-switching: is the use of a first or third language within a stream of
speech in the second language. Often code-switching subconsciously occurs
between two advanced learners with a common first language or not as a
compensatory strategy. Learners in the early stages of acquisition, however,
night code-switch use their native language to fill in missing Knowledge
whether the hearer knows that native language or not. Sometimes the learner
slips in just a cord or two, in the hope that the hearer will get the gist of what
is being communicated.
Cohen and Aphek (1981) found that successful learners in their study made
use of word association and generating their own rules.
Rest and Ross (1991) discovered that learners benefited from asking for
repetition and seeking various forms of clarification.
Huang and Van Naerssen (1987) attributed the oral production success of
Chinese learners of English to functional practice (using language for
communication) and, even more interesting, to reading practice. And the
research continues.
Strategies-Base Introductions (SBI):
Wenden (1985) was among the first to assert that learner strategies are there
key to learner autonomy, and that one of the most important goal of language
teaching should be the facilitation of that autonomy.
Metacognitive
Strategies
Making a general but comprehensive
Advance Organizers preview of the organizing concept or
principle in an anticipated learning
activity.
Deciding in advance to attend in
Direct Attention general to a learning task and to ignore
irrelevant distractors.
Deciding in advance to attend to
Selective Attention specific a aspects of language input or
situational details that will cue the
retention or language input.
Understanding the conditions that help
Self-Management one learn and arranging for the
presence of those conditions.
Cognitive Strategies