Student

Miguel Ángel de la Cruz Concepción 16-5644

Subject-matter
Special English Didactic

Theme
Theme 4

Professor:
Ada Francisco

Bimester:
May - June, 2018.

Date:
Santiago, Rep. Dom.
May 2018
 2.- TOPIC
STYLE AND STRATEGY OF LANGUAGE
 3- KEYWORDS (MOST IMPORTANT WORDS OF THE ESSAY)

Style

Strategy

Language

Learning

Teaching
 4- INTRODUCTION

In the English language, as in any area, we must use a series of strategies and
tools to be successful in the learning process.

In addition there are different learning styles that depending on the capacity of the
person can be used.

In this opportunity we will investigate what is the difference between strategy and
style, we will name the styles and strategies of English learning. Similarly, we will
mention the most used strategies, the performance in teaching this language and
some tips to learn fast and easily.
5. 1. Difference between style and strategy.

Learning styles are the preferences or general tendencies that a person uses as
their own method to learn. Learning strategies are those steps that students can take
to improve their own learning. They are important for the learning of a language since
they are tools that favor an active and self-directed involvement of this process,
which is essential to develop communicative competence.

5. 2. Styles and strategies of language learning. (Use only a concept map in

this point)

Styles

Strategies
5. 3. The most used strategies in (EFL) English Foreign Language Learning.

Within this group of strategies, the following can be mentioned:

 Classification and verification: these types of strategies are used to confirm the
understanding of the language.
 Prediction, inductive inference: the student uses his mother tongue to infer
meaning, therefore, he uses previous linguistic and conceptual knowledge in the
language.
 Deductive reasoning: in this type of strategies the student uses a general pattern
to solve his learning problem, in this case he uses analogies, synthesis.
 Practice: in this, the main point in the student is the precision in the language,
through trial, error, repetition, imitation.
 Memorization: in this type of learning strategy, the main thing in the student is to
retain the information.
 Monitoring: this occurs when the student can follow up and identify the strong
and weak parts of their learning.
 Contextualization: here the student seeks for himself to give meaning to the
phrase he wants to learn in sequence.
 Note: with this type of strategy, the student seeks to carry out a control of the
main ideas or information that he / she considers necessary to learn.
 Metacognitive strategies: allow the student to guide or regulate their own learning
process. Within this group or sub classification we can find.
 Previous organizers: occurs when a review of the material that is to be learned
in advance is made.
 The directed attention: when it is decided to attend a certain task or material
within a general content.
 Selective attention: occurs when the student decides to retain or attend specific
details about a specific material in order to retain a specific material.
 Self-administration: when the student determines to identify the learning
conditions that allow him to learn.
 Self-appraisal; With it, the student seeks to identify using their own methods that
both obtained in a certain period of time.
 Socio-affective strategies; they allow the individual to practice the language and
exchange information. This can be presented in two groups.
 Cooperation; when you work with others to get feedback.
 To answer questions; here the student ignores some details, but it is clear to look
for specific information about certain content.

5. 4. Teaching and learning performance.

To achieve precise performance in the new language, it is necessary for the teacher
to focus on the linguistic competences, that is, to make the foreign speaker practice
and acquire the mastery of the linguistic skills in situations of daily life in order to
achieve efficiency in real communication. For example, at a beginner level, say hello
and introduce yourself; at an intermediate level, shopping, send invitations, talk on
the phone; at more advanced levels, discuss points of view on topics relevant to the
field of specialization or the academic field.

The teacher must provide the necessary tools so that the student can manage with
quality and accuracy in diverse contexts of sociocultural value. This precision must
be manifested in the grammatical structure and syntax, the vocabulary, the fluency
in oral expression, the clarity of the pronunciation and the use of pragmatic elements
typical of culture, such as pauses, tones, gestures and idiomatic expressions.

5. 5. Some recommendations to learn English easily.

For the 1st month: You can start by learning about 200 common words of the
language, always reading aloud and always pronouncing in the correct way. In this
post you have 1000 words with translation and pronunciation and in this article, a
little later, I'll tell you where you can get some great tricks so you can learn them
faster, easier and above for free.
For the 2nd month: In this month you can start working a little grammar starting with
the basics (the simple present and the simple past for example) and you can keep
learning new words, 100 is a good number (always making sure you pronounce
correctly). You can keep pulling the list that I already left you or you can use this list
of regular verbs.

For the 3rd month: You can advance a little with the verb tenses, for example, you
can work the conjugation of verbs in simple future, and continuous present. Do not
forget another 100 words or verbs in English.

For the 4th month: You can continue working the verb tenses but this time
encompassing the continuous variations of the past and the future, you can start with
at least 10 of these connectors in English and remember to learn another 80 words
this month.

For the 5th month: You can plan to learn the proper use of modal verbs, work more
verb tenses and learn more words corresponding to this month. You can consider
studying a little about prepositions.

For the 6th month: In this month you can work with advanced verb tenses, including
the Reported Speech and the memorization of at least 80 other irregular verbs
corresponding to this month.

For the 7th month: Conditional forms are a good option for this month along with the
100 words corresponding to this month's program.

Other months: For the rest of the months you can reinforce each thing previously
learned without leaving aside the acquisition of vocabulary month by month (In this
link you will find excellent tips to learn more vocabulary in less time). During this
period you can also learn word separation and word formation using derivative
morphemes.
 6- CONCLUSION

o determine the style and learning strategy of a person, especially languages, is

undoubtedly a task of a very complex psychological dimension, which requires many
and diverse tests, in addition to the observation and analysis of a process that by its
nature it is predominantly internal to being.

Having the right information will allow us to determine that students have
predominantly active, sensitive, visual and sequential learning styles, it is a signal
that can be exploited in two senses. In the first instance, teachers can take on the
task of facilitating learning, through the use of pedagogical strategies based on
information presented according to these styles; Secondly, such results can ignite
the alarm about the need to encourage learning processes that promote mental
processes that favor reflective, intuitive, verbal and global learning.

These actions would be oriented to the search of a balance in the learning style of
the students, since the ideal is that there is a balance between each bipolar category
and not that one prevails over the other.
 7- BIBLIOGRAPHY

Hernández, A. and Cardona, A. (2008). Styles and Strategies of Learning in the

academic performance of the students of the English area of the Degree in Modern
Languages of the University of La Salle. Institutional Repository Unisalle.

Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. 1999. The Learning
Strategies Handbook. New York: Longman.

Oxford, L. R. (1990). “Language learning strategies. The University of Alabama,

Boston, Massachusetts”.

LITTLEWOOD, W. (1981): Communicative Language Teaching. Cambridge, CUP