Current Issues of language Learning Strategies

1. The Current Issues of
Language Learning
Strategies: Finding Based
on Existing Research
Literature 2

2. Group 12:
1. Faradilla Putri Amelia 2014050047
2. Muhammad Farel 2014050054
Lecturer:
Prof. Dr. Martin Kustanti M.Pd
Honestly Trila, S.Pd.I, M.Pd

3. A. Definition of Language Learning Strategy
There are different definitions of language learning strategies. Some of
them are introduced below. The term strategy is from Greek strategia
‘command of a general’. In broad modernusage, a strategy is a plan that is
consciously aimed at meeting a goal; the warlike meaning of the term has
largely fallen away, but conscious control, intention, and goal-
directedness remain essential criteria for strategy.

4. described language learning strategies
from the aspect of language learning
behaviours, included learning and
regulating the meaning of a second or
foreign language. According to him
another aspect of language learning
behaviours is cognitive Theory which
includes learner’s strategic knowledge of
language learning and affective view is
the final aspect of language learning
behaviour, such as learner’s motivation,
attitude.
believed that “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” .According to Chamot
“ language strategies are the
thoughts and actions that
individuals use to accomplish a
learning goal”
Wenden Chamot

5. Foundational ideas that shaped the research and practice in
the field of learner development have been provided by two
distinct learner-centred educational innovations referred to in
the literature as self-directed language learning (SDLL) and
learner strategies in language learning
(LSLL). SDLL is one of the outcomes of social and political
trends which influenced adult education in Europe in the
1970s. The practical need for permanent edwcation came to
be recognized—prompted by the problems and demands of
social and technological change and the existence within the
population of a substantially large group of educationally
underprivileged (Trim 1980).
B. Learner Development in
Language Learning

6. Dissemination and
Development
Learner development in
the classroom
02
01
(1) the appropriateness and/ or
manner of incorporating SDLL and
LSLL into language learning and
(2) undeveloped curricular
components in both practices. The
following devel- opments were a
response to these
concerns.incorporating
the practice of SDLL in the self-access centre
focused on the needs of the individual learner.
Thus, it appeared that SDLL was incompatible
with language learning in the classroom.
Incorporating LSLL into language learning
presented a diKerent challenge.
Пowever, dissemination and implementation led
to the recognitio that these materials needed to
be integrated with language instruction if LSLL
was to become a part of the language
curriculum (O'Malley and Chamot 1990, Rubin
1994, Yang 1998). In this
regard, Chamot and O'Malley's Cognitive
Academic Language Learning Approach, that is,
the CALLA model (Chamot and O'Malley 1987,
1993a),

7. Learner development in
institutional settings other than
the classroom
Theory development
04
03
A unique innovation in this regard is
the certificate for independent
learning oKered by the Centre for
Individual Language Learning at the
Temasek Polytechnic Institute in
Singapore (Ravindran 1998).
Referring to both research and instruction
in LSLL, O'Malley and Chamot (1990)
noted that in the early 1980s, at the onset
of their investigations, there was no SLA
theory that provided an explanation for the
role of learning strategies in language
learning. LL

8. Learner Development and SLA
Theory
Future Directions
06
05
This section will review the
developments described above from
the perspect- ive of selected theories
in SLA which focus either on the role
of learning processes or learner
diKerences to indicate the
relationship between the two fields
and so, to provide a broader
perspective on questions regarding
the relevance of SDLL and LSLL.
While acknowledging the value of both the
foundational ideas of SDLL and LSLL and
the changes that occurred with their
dissemination, it is necessary to recognize
the challenges that remain. This
retrospective has suggested four areas
which should be addressed.

9. ➢ Curricular integration
of SDLL and LSLL
➢Metacognitive
knowledge in learner
development
As originally conceived,
instruction for learner
development would focus
either on selfdirected learning
skills or on learning strategies.
Metacognitive knowledge
is a notion that refers to
what learners know about
language learning: the
nature of the task, how
best to approach it, and
personal factors that may
inhibit or facilitate the
process.

10. ➢ Planning and monitoring
The subprocesses that constitute planning should be reconsidered and
expanded. Typically pretask engagement planning has been viewed as
consisting of a series of decisions about goals, means, time (cf. p. 36). This
understanding does not make explicit the process of task analysis, a pre-
requisite to these planning decisions by which learners determine the
purpose of the task (Breen 1987a; Micholls 1984), the nature of the problem
the task poses (Paris and Byrnes 1989), and the task's demands (Shih 1986;
Grabe 1991; Kirkland and Saunders 1991). These subprocesses of task
analysis should be included in a revised understanding of planning.
Monitoring is an area that remains relatively undefined in the SDLL and LSLL
literature. The few attempts to do so thus far have revealed diKerent views
regarding the procedures that constitute monitoring, and, implicitly, the scope
of its processes (Rubin 1987; Oxford 1990; Wenden 1991; Chamot 1994;
Thomson 1996).

11. Thank you!