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This document discusses language learning strategies for EFL/ESL learners. It begins by defining language learning strategies as the conscious steps used by language learners to acquire, store, retain and use new information. Several scholars are then discussed who have categorized language learning strategies in similar ways. O'Malley categorized strategies as metacognitive, cognitive, and socioaffective. Rubin categorized them as learning strategies, communication strategies, and social strategies. Oxford divided them into direct and indirect strategies, while Stern discussed management/planning, cognitive, communicative-experiential, interpersonal, and affective strategies. The document provides an overview of different frameworks for understanding the types of strategies used by language learners.
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The document discusses various frameworks for classifying language learning strategies proposed by researchers. It describes frameworks proposed by Oxford (1990), Rubin (1987), Stern (1992), and O'Malley et al. (1985) that categorize strategies as cognitive, metacognitive, socioaffective, communication, social, affective, and management strategies. It also discusses the importance of reading comprehension strategies and defines reading as an active process that requires integrating memory and constructing meaning.
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The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.Definitions of Language Learning Strategies
This document provides definitions of language learning strategies (LLS) from various researchers between 1975-1996. It discusses that LLS refer to techniques or approaches used by language learners to acquire knowledge of a second language. Some key characteristics mentioned are that LLS are deliberate approaches used to learn and regulate learning, mental operations to accomplish learning tasks, and specific actions taken to make learning more effective. The document also distinguishes between LLS and language use strategies, noting that LLS are used for the purpose of learning while language use strategies are used for the purpose of communication.
Experimental study on lls
This document provides an introduction to a study on language learning strategies used by Japanese university students learning English. It begins by defining language learning strategies as conscious mental or behavioral actions taken by language learners to improve their learning. The document then discusses different frameworks for defining strategies and settles on a definition that strategies are behaviors or mental processes consciously used by learners to directly or indirectly facilitate language learning. Key features of strategies discussed are that they can make learning easier and contribute to acquisition, allow learner autonomy, and may be observable behaviors or mental processes. The study aims to examine patterns in strategy use among Japanese university English students and how this relates to their English proficiency levels.
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Language learning startegies
Language learning strategies are steps taken by language learners to help facilitate language acquisition. Research on language learning strategies began in the 1960s and strategies have been categorized in various ways since the 1970s. Common classifications of strategies include memory, cognitive, compensatory, metacognitive, and affective strategies. Memory strategies help with vocabulary and structure memorization while cognitive strategies help make connections between new and existing knowledge. Compensatory strategies help overcome gaps in knowledge and metacognitive strategies involve self-monitoring the learning process. Affective strategies help regulate emotions and motivation during language learning.
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This document provides an introduction and background on language learning strategies. It discusses how the focus of second language acquisition research has shifted from the teacher to the learner and the learning process. It also summarizes some key literature on language learning strategies, including common classifications of strategies into cognitive, metacognitive and social categories. The document introduces the research topic of comparing language learning strategies used by different groups of learners, including college students, English teachers and office workers. It outlines the problem statement, significance, objectives and limitations of the study.
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The document discusses various frameworks for classifying language learning strategies proposed by researchers. It describes frameworks proposed by Oxford (1990), Rubin (1987), Stern (1992), and O'Malley et al. (1985) that categorize strategies as cognitive, metacognitive, socioaffective, communication, social, affective, and management strategies. It also discusses the importance of reading comprehension strategies and defines reading as an active process that requires integrating memory and constructing meaning.
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This document provides definitions of language learning strategies (LLS) from various researchers between 1975-1996. It discusses that LLS refer to techniques or approaches used by language learners to acquire knowledge of a second language. Some key characteristics mentioned are that LLS are deliberate approaches used to learn and regulate learning, mental operations to accomplish learning tasks, and specific actions taken to make learning more effective. The document also distinguishes between LLS and language use strategies, noting that LLS are used for the purpose of learning while language use strategies are used for the purpose of communication.
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This document provides an introduction to a study on language learning strategies used by Japanese university students learning English. It begins by defining language learning strategies as conscious mental or behavioral actions taken by language learners to improve their learning. The document then discusses different frameworks for defining strategies and settles on a definition that strategies are behaviors or mental processes consciously used by learners to directly or indirectly facilitate language learning. Key features of strategies discussed are that they can make learning easier and contribute to acquisition, allow learner autonomy, and may be observable behaviors or mental processes. The study aims to examine patterns in strategy use among Japanese university English students and how this relates to their English proficiency levels.
new Applied Linguistic
The document discusses the communicative approach to language teaching. It emphasizes using interaction and communication as both the means and goal of language learning. Classroom activities focus on producing meaningful real communication through tasks and authentic materials. The goal is to develop students' communicative competence in using language as a tool for interaction and communication.
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Language learning strategies are steps taken by language learners to help facilitate language acquisition. Research on language learning strategies began in the 1960s and strategies have been categorized in various ways since the 1970s. Common classifications of strategies include memory, cognitive, compensatory, metacognitive, and affective strategies. Memory strategies help with vocabulary and structure memorization while cognitive strategies help make connections between new and existing knowledge. Compensatory strategies help overcome gaps in knowledge and metacognitive strategies involve self-monitoring the learning process. Affective strategies help regulate emotions and motivation during language learning.
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This document provides an introduction and background on language learning strategies. It discusses how the focus of second language acquisition research has shifted from the teacher to the learner and the learning process. It also summarizes some key literature on language learning strategies, including common classifications of strategies into cognitive, metacognitive and social categories. The document introduces the research topic of comparing language learning strategies used by different groups of learners, including college students, English teachers and office workers. It outlines the problem statement, significance, objectives and limitations of the study.
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This document discusses language learning strategies. It begins by defining strategies as tools for developing communicative ability. Learning strategies are classified into cognitive, metacognitive, social and affective categories. The document recommends that teachers help students identify their preferred learning strategies through reflection activities. It describes a strategy training program involving tasks to stimulate focus on the learning process, context/environment, macroskills, and language systems. The goals are to increase student awareness of the learning process and encourage autonomous strategy use beyond the classroom. Overall, the document advocates for strategy-based instruction to improve student language learning.
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This document discusses language learning strategies used by English Department students at a university in Indonesia. It finds that the students have a medium level of strategy use for speaking and reading in English. The document provides context on language learning strategies and defines them as specific actions, behaviors or techniques used consciously by learners. It also discusses characteristics of good language learners, including finding their own learning methods and using strategies for form, meaning, active involvement, metacognition, flexibility and confidence. The study aims to identify the types of strategies used by these students for speaking and reading in English.
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It then discusses Oxford's classification of language learning strategies as direct or indirect. Direct strategies involve memorizing vocabulary and understanding grammar, while indirect strategies involve self-regulation like planning study time and preparation.
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- The document discusses how learners deal with the learning process and the strategies they employ. It defines language learning strategies as steps taken by learners to facilitate storage, retrieval, and use of language.
- There are three main types of strategies: cognitive learning strategies involving manipulating language, metacognitive strategies for overseeing learning, and social strategies for exposure to the language. Effective learners are able to adapt strategies to different learning situations and monitor their progress.
- Strategy training in language teaching aims to help learners discover the strategies that work best for them so they can learn more effectively. It involves teaching ways to learn vocabulary, listening, reading, and productive skills as well as evaluating strategies.
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This document discusses the origins and definitions of language learning strategies. It describes the concept of the "good language learner" from the 1970s, which identified seven characteristics including being a willing guesser and focusing on communication. Learning strategies are defined as conscious and goal-driven procedures that facilitate learning tasks. The document outlines different types of learning strategies, including cognitive, metacognitive, social, compensatory, and affective strategies. It also discusses the relationship between learning strategies and learning styles.
Does applying vocabulary learning strategies vary based on gender the case of...
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2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
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2) Data was collected from 30 students who received 8 weeks of CALLA reading instruction and were tested before and after on their reading comprehension and strategy use.
3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
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This document discusses factors that affect language learning strategies. It identifies five main factors: gender, age, motivation, aptitude of individuals, and learning style. For gender, research shows that women tend to use language learning strategies more frequently than men, employing cognitive, social, and metacognitive strategies. For age, young learners rely on repetition and social strategies, while older learners develop grammar identification strategies. Motivation also influences strategy use - those with integrative or achievement motivation use more strategies. Aptitude impacts what strategies are effective, based on an individual's abilities. Finally, learning style, whether visual, auditory, or kinesthetic, guides appropriate strategy selection.
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This document discusses language learning strategies used by English Department students at a university in Indonesia. It finds that the students have a medium level of strategy use for speaking and reading in English. The document provides context on language learning strategies and defines them as specific actions, behaviors or techniques used consciously by learners. It also discusses characteristics of good language learners, including finding their own learning methods and using strategies for form, meaning, active involvement, metacognition, flexibility and confidence. The study aims to identify the types of strategies used by these students for speaking and reading in English.
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Oxford identifies six main categories of language learning strategies: cognitive, memory, compensation, metacognitive, affective, and social strategies. Examples are given of strategies within each category.
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This document summarizes a study on the speaking strategies used by students studying for a Bachelor's degree in English Language Teaching (ELT) at five public universities in Mexico. The study found that the most commonly used strategies were asking for repetition, using paraphrases or synonyms for unknown words, and asking for clarification of the message. While students used a wide variety of strategies, they tended to select strategies based on their English proficiency level. The document discusses research on language learning strategies and the importance of teaching speaking strategies to help students communicate effectively in English.
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2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
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3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
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Factors that Affecting LLS
This document discusses factors that affect language learning strategies. It identifies five main factors: gender, age, motivation, aptitude of individuals, and learning style. For gender, research shows that women tend to use language learning strategies more frequently than men, employing cognitive, social, and metacognitive strategies. For age, young learners rely on repetition and social strategies, while older learners develop grammar identification strategies. Motivation also influences strategy use - those with integrative or achievement motivation use more strategies. Aptitude impacts what strategies are effective, based on an individual's abilities. Finally, learning style, whether visual, auditory, or kinesthetic, guides appropriate strategy selection.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. THE LEARNING STRATEGIES FOR EFL/ESL LEARNERS
- 2. GROUP 9 • MUHAMMAD CIKAL HANAFI 2114050044 • HERU HERMANTO 2114050058
- 3. A. LEARNING STRATEGIES Language learning strategies have received a considerable amount of significance since early 1970s for the crucial role they are playing in language learning. Many scholars defined language learning strategies differently focusing on the way used by learners to deal with the information they receive and what the kind of strategies they use. Language learning strategies are defined differently by many researchers. An early definition given by Rigeney (1978) who defines language learning strategies as the often-conscious steps or behaviours used by language learners to enhance the acquisition, storage, retention, recall, and use of new information. Oxford, Lavine, and Crookall (1989) have the same idea as Rigeney (1978) about language learning strategies. They stated that language learning strategies are used to enhance and to facilitate language acquisition. They referred to language learning strategies as “actions, behaviorslanguage, steps, or techniques- such as seeking out target language conversation partners, or giving oneself encouragement to tackle a difficult language task-used by learners to enhance learning (1989: 29). As further noted by these authors, such strategies facilitate the acquisition, storage, retrieval, and use of information.
- 4. B. TYPES OF STRATEGIES FOR EFL/ESL LEARNERS Language Learning Strategies have been classified by many scholars. However, most of their attempts to classify language learning strategies reflect more or less the same categorizations of language learning strategies without any radical changes. • O'Malley (1985) • Rubin (1987) • Oxford (1990:9) • Stern (1992)
- 5. O’MALLEY (1985) Divided language learning strategies into three main subcategories: Metacognitive Strategies, Cognitive Strategies and Socioaffective Strategies 1. Metacognitive Strategies is a term to express executive function, strategies which require planning for learning, 2. Cognitive strategies are more limited to specific leaming tasks and they involve more direct manipulation of the learning material itself. 3. Socioaffective Strategies can be stated that they are related. With social-mediating activity and transacting with others. Cooperation and question for clarification are the main socioaffective strategies
- 6. RUBIN (1987) According to Rubin, there are three types of strategies used by learners that contribute directly or indirectly to language learning. These strategies are: 1. Learning Strategies 2. Communication strategies; are less directly related to language learning since their focus is on the process of participating in a conversation and getting meaning across or clarifying what the speaker intended. 3. Social strategies; are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge.
- 7. OXFORD (1990:9) Oxford sees the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main classes; 1. Direct strategies 2. Indirect strategies
- 8. STERN (1992) • Management and Planning Strategies; are related with the learner’s intention to direct his own learning. • Cognitive Strategies; are steps or operations used in learning or problem solving that require direct analysis, transformation, or synthesis of learning materials • Communicative-Experiential Strategies, Communication strategies. The purpose of using these techniques is to avoid interrupting the flow of communication. • Interpersonal Strategies • Affective Strategies; it is evident that good language learners employ distinct affective strategies
- 9. THANKYOUU