This document discusses learner autonomy and learning strategies. It defines learning strategies as mental steps learners use to learn a new language. There are two main types of strategies: cognitive strategies, which directly manipulate information to enhance learning, and metacognitive strategies, which are skills for planning, monitoring, and evaluating the learning process. Some examples of cognitive strategies are repetition, translation, note-taking, and deduction. Metacognitive strategies include setting goals, planning tasks, monitoring progress, identifying problems, and evaluating performance. Fostering learner autonomy involves teaching students to use these strategies to manage their own language learning.

1. WHAT IS LEARNER
AUTONOMY AND HOW
CAN IT BE FOSTERED?
LEARNING STRATEGIES

2. Learning strategies are mental
steps or operations that learners
use to learn a new language and
to regulate their efforts to do so.
WHAT ARE LEARNING
STRATEGIES

3. To a greater or lesser degree,
the strategies and learning
styles that someone adopts
may partly reflect personal
preference rather than innate
endowment.
.

4. • Cognitive strategies:
• Metacognitive strategies:
TYPES OF STRATEGIES

5. Cognitive strategies operate
directly on incoming
information, manipulating it in
ways that enhance learning.
COGNITIVE STRATEGIES

6. Learners may use any or all of
the following cognitive
strategies:
• Repetition, when imitating
others speech.
• Resourcing, i.e., having
recourse to dictionaries and
other materials.
.

7. • Translation, that is, using their
mother tongue as a basis for
understanding and/or
producing the target language.
• Note- taking.
• Deduction, i.e., conscious
application of L2 rules.
.

8. • Contextualization, when
embedding a word or phrase in
a meaningful sequence.
• Transfer, that is, using
knowledge acquired in the L1 to
remember and understand
facts and sequences in the L2.
.

9. •Inferencing, when matching
an unfamiliar word against
available information (a new
word etc).
•Question for clarification,
when asking the teacher to
explain, etc.
.

10. Metacognitive knowledge includes
all facts learners acquire about
their own cognitive processes as
they are applied and used to gain
knowledge and acquire skills in
varied situations.
METACOGNITIVE STRATEGIES

11. In a sense, metacognitive
strategies are skills used for
planning, monitoring, and
evaluating the learning activity;
They are strategies about
learning rather than learning
strategies themselves.
.

12. Let us see some of these
strategies:
•Directed attention, when
deciding in advance to
concentrate on general
aspects of a task.
.

13. •Selective attention, paying
attention to specific aspects
of a task.
•Self-monitoring, i.e.,
checking one's performance
as one speaks.
.

14. • Self-evaluation, i.e., appraising
one's performance in relation
to one's own standards.
• Self-reinforcement, rewarding
oneself for success.
.

15. Before beginning a task:
•Set goals.
•Plan the task or content
sequence.
* PLAN / ORGANIZE:

16. •Plan how to accomplish the
task (choose strategies).
•Preview a text.
.

17. While working on a task:
•Check your progress on the
task.
* MONITOR / IDENTIFY PROBLEMS:

18. * Check your comprehension as
you use the language. Do you
understand? If not, what is the
problem?
.

19. After completing a task:
•Assess how well you have
accomplished the learning
task.
* EVALUATE:

20. •Assess how well you have
used learning strategies.
•Decide how effective the
strategies were.
.

21. • Determine how you learn best.
• Arrange conditions that help
you learn.
* MANAGE YOUR OWN
LEARNING:

22. •Seek opportunities for
practice.
•Focus your attention on the
task.
.