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.

1. Learning
Strategies
Manuel Flores Arciga, Miguel Luna Nuñez, Josue Martinez Razo.
March 13th, 2019.
.

2. Introduction

3. First of all: What is an strategy?
According to Richards (2002),
strategies in language learning are
tools for the self-directed
involvement necessary for
developing communicative ability.

4. Learning about learning strategies
Strategies are internal, so it
is hard to employ
observational methods. We
need the students to
describe how they think they
learn and how they do not.

5. Classification of learning
strategies

6. According to Oxford (1990, in Cohen y Weaver,
1998) learning strategies are classified into these:
● Cognitive
● Metacognitive
● Social
● Affective

7. Cognitive
Cognitive strategies involve identification, retention, and retrieval
of language elements. An example of this is when students use
memory-enhancing strategies to remember new words.

8. Example of cognitive strategy

9. Metacognitive
It deals with the planning,
monitoring, and evaluation of
language learning activities.
For example, students can
monitor their proficiency level
with the course goals.

10. Affective
It refers to those
strategies that serve
to regulate the
emotions, attitudes,
and motivation.

11. Social
Students use social strategies when they interact with users of
the language. For example, when they seek the opportunity to
use their target language with native speakers.

12. Suggestions for ESL instructors to improve
strategy use according to Richards (2002)

13. 1. We should teach
students how to identify
their preferred strategies
by journals, interviews,
discussions, and
personal talks.

14. 2. We must be aware of
the factors that influence
the choice of learning
strategies: Motivation,
career, age, cultural
background.

15. 3. We have to constantly
evaluate both the
effectiveness of both the
students’ learning strategies
and our teaching strategies.

16. Learner Strategy Training in the
Classroom
Methodology in Language Teaching: An
Anthology of Current Practice CHAPTER 12.
J: C: RICHARDS 2002.

17. Student´s Reflections
● This week I studied:
● This week I learned:
● This week I used my English in these places:
● This week I spoke English with these people:
● This week I made these mistakes:
● My difficulties are:
● I would like to know:
● I would like help with:
● My learning and practicing plans for next week are:

18. Over a 12-week period, all students took part in the program
designed to help them reflect on their own learning;
● develop their knowledge of and ability to apply learning
strategies,
● assess their own progress,
● and apply their language skills beyond the classroom.
The program was based on a bank of tasks that were divided
into four categories.
(RICHARDS, 2002).

19. The Project’s Questions:
1. Would learner strategy training lead to
greater sensitivity to the language learning
process on the part of my students?
2. What e ect would guided reflection and
self-reporting have on the development of
learning skills?
3. To what extent would guided reflection and
self-reporting lead these learners to
formulate more realistic learning goals?
4. Would strategy training encourage my
students to apply their language skills
beyond the classroom?

20. 1. Stimulating a focus on the learning process.
2. Focusing on the context & environment of the
learning process.
3. Dealing with the Macroskills.
4. Strategies for dealing with pronunciation,
vocabulary, grammar & discourse.
Categories of Tasks...

21. Stimulating a focus on
the learning process
● Tasks in this section focus on
general aspects of the learning
process. Such tasks are
designed:
● To help learners identify how
they like to learn best.
● To think about what works for
them and what does not work.
● To compare their approaches
to learning with those of other
students.

22. Focusing on the context & environment of the
learning process.
● This second category includes tasks
that encouraged learners to focus on
different modes of learning:
● whole-class work.
● individualized learning,
● cooperative learning,
● pair and group work,
● self-access learning,
● and learning beyond the classroom.

23. The Macroskills
Tasks in the third category teach
learners strategies for developing
the macroskills of:
● reading,
● writing,
● listening,
● and speaking.

24. Strategies for dealing with
pronunciation, vocabulary,
grammar & discourse
The final bank of tasks introduces
strategies through which students
can work with the various language
systems:
● The development of
pronunciation,
● vocabulary, grammar
● and discourse.

25. Strategies-Based Instruction
Teaching by Principles, Chapter 16.

26. Strategic Investment
“Mastery of the second language
will be due to a learner’s own
personal “investment” of time,
effort, and attention to the
second language.”
Principle 5.

27. Traits of a Good Language
Learner
● They find their own way, taking charge of their
learning
● They organize information about language
● Make errors work for them and not against them
● Make their own opportunities for practice in using
the language inside and outside the classroom

28. Styles of Successful Language
Learning

29. Awareness and action
As teachers, we must make the
students be aware of their
strengths and weaknesses; we
must make them Autonomous
(Principle 6).

30. Final reflection
1. Why is it important for the student to know how he/she
learns?
2. If a student discovers his/her learning style, should teachers
always teach him/her according to it or it would be better to
show them different strategies?
3. What do you think that is the hardest for the instructor when
teaching people who learn in different ways?

31. Recap
Now we’ll have a little activity called Kahoot.
INSTRUCTIONS:
● Go to kahoot.it
● Write the code we will provide you.
● Choose a nickname.
● Choose the correct answer within the given time.
● PLAY & ENJOY!

32. References
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy. White Plains, NY: Longman.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching:
An anthology of current practice. New York: Cambridge University Press.