Learning Strategy Training

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Learning Strategy Training
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Background

• 1975, Rubin good language learners facilitate
  their learning.
• Good language learners
• - willing and accurate guessers who have a
  strong desire to communicate, even appear fool.
• -attend to both meaning and form of their
  message.
• -practice and monitor their own speech as
  well as others.

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Background (cont.)

• In order to maximise (good) language learners
  potential and contribute to their autonomy, they
  need training in learning strategies.
• Learning strategy training training students in
  the use of learning strategies in order to
  improve their learning effectiveness.

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Example in the textbook (Larsen-Freeman,
D.,2000,p.160)

• 1.T reads Ss learning journals- finds Ss
  learning problems.
• 2. T decides to have Ss to work on the strategy
  of advance organisation.
• 3.T models the use of the strategy.

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Example in the textbook (Larsen-Freeman,
D.,2000,p.160)

• 4. Ss practice the new learning strategy
  (hand-on experience).
• 5. Ss evaluate their own success in learning the
  strategy and modify it to meet their own learning
  needs (self-regulated, self-assessment).

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Principles

• Teachers job is not only to teach lang. but
  learning.
• Strategies should not be taught in isolation, but
  rather as part of the content-area or language
  curriculum.
• Help learners to continue to learn after
  completing formal study of the target language.

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Meta cognitive strategies

• Use to plan, monitor and evaluate a learning
  task.
• Arrange the conditions that help one to learn.
• Set long and short-term goals.
• Check Ss comprehension during listening or
  reading.

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Cognitive Strategies

• Learners interact and manipulate what is to be
  learned.
• e.g. replaying a word or phrase mentally
• to listen to it again.
• learn a new word by associating with
  
• a familiar word by creating a visual
• image.

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Social/ affective strategies

• Learners interact with other persons or use
  affective control to assist learning.
• e.g. create situations to practice the target
• lang.
• use self-talk to think positively and
  talk
• oneself through a difficult task, and
• cooperate/ work with others to share
• info, obtain feedback and complete a
• task.