This document discusses learner strategies in second language acquisition. It defines declarative and procedural knowledge, as well as learning strategies like memorization and inferencing. Formulaic speech involves memorized chunks of language that are used in particular contexts. Creative speech involves novel sentence production using the learner's internalized rules. Hypothesis formation and testing allow learners to develop and experiment with rules of the second language. Planning and production strategies help learners organize and articulate their language. Communication strategies help bridge gaps between the learner's language ability and that of their interlocutor.

1. Learner strategies
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2. What is learner strategies?
Learner strategies considers the
internal processes which account for
how the leraner handels input data
and how the learner utilizes L2
resources in the production of
messages in the L2

3. Two Types of L2 Knowledge
Declarative knowledge
declarative knowledge is knowing that
it consist of internalized L2 rulers and
memorized chunks of language
Procedural knowledge
Procedural knowledge is knowing hos
: it consists of the strategies and
procedures employed by the learner to
process L2 data for acquisition and for
use.

6. Learning Strategies
The proliferation of terms and concept,
so characteristic of accounts of every
aspect of procedural knowledge, is
perhaps most evident in discussions
of learning strategies. Strategies as
varied as memorazation,
overgeneralations, inferencing, and
prefabricated patternhave all been
treated under the general heading of
learning strategies.

7. Formulaic Speech
Formulaic speech, its consist of
experience expression which are
learned as unanalysable wholes and
employed on particular occasion
(lyons 1968;177)
Krashen and Scarcella (1978)
distinguish between routines and
pattern as, to refer respectifully to
whole utterances learnt as memorized
chunks and to utterance that are only
partially unanalysed and have one or
more open slots.

8. Formulaic speech has been observed to
be very common in SLA, particularly in
the early stage of development.
The particularly chunks which are learnt
are likely to vary form learner to
learner, but the following appear to be
typical:
I don’t know
Can I have a
There is no

9. Creative speech
Creative speech is the product of L2 roles.
These are in creative Chomskian sense that
they permit the L2 learner to produce entirely
novel sentences.
A plethora of strtegies have been propose to
account for the creative role system. Faerch
and Kasper (1980;1983) provide a framework
which can be used to consider that strategies
systematically.
They distinguish strategies involve in
establishing interlangguage role and
strategies involved in automatizing
interlangguage knowledge

10. Hypothesis formation
Faerch and Kasper (1983b) data that
hypothesis about interlanguage rules
and formed in three ways:
1. by using prior linguistic knowledge
2. by including new rules from the
input
3. by a combination of 1 and 2

11. Hypothesis testing
There it was pointed out that language
learners may make errors in order to test
out hypothesis about the L2 rule system.
Once the learners has developed a
hypothesis, he can test it out in a variety
of ways. Fearch and Kasper (1983b) list
these ways:
1. Receptively
2. Productively
3. Metalingually
4. Interactionally

12. Automatization processes
Automatization involves about the
practising of L2 rules which enter
interlanguage at the formal end of the
stylistic continum and the practising of
rules which are already in use in the
vernacular

13. Production strategies
Production strategies consider the
unproblematic use of L2 knowledge
and consider specific strategies
asociate with the planning and
articulating component of this model.

14. Planning programme
Communicative goal
Discourse plan
Sentence plan
Constituent plans

15. The articulatory programme
The selection of the meaning that
each constituent is to have
The selection of a syntactic outline for
the constituent
Content word selection
Affix and function word formation
Specification of the phonetic segment

16. Two sets of strategies based on
the model:
Minimal strategies
Maximal strategies

17. Planning strategies
Semantic simplification
Linguistic simplification

18. Defining communication
strategies
Communication strategies are seen as
attempts to bridge the gap between
the linguistic knowledge of the L2
learner and the linguistic knowledge of
the learner’s interlocutor in real
communication situation.

19. A typology of communication
strategies
Reduction strategies
1. formal reduction strategies
2. functional reduction strategies
Achievement strategies
1. compensatory strategies
2. retrieval strategies

20. The effect of different variables
on the use of communication
strategies
Effects of proficiency level
Effects of the problem-source
Effects of personality
Effects of the learning situation

21. The issue to do with the role of
communication strategies in SLA
What extent and in what ways they
contribute to L2 learning.
What aspect of interlanguage
development is affected.

22. Thanks ,...