The document discusses the importance of teaching language learning strategies to enhance student autonomy and academic success, highlighting a shift towards learner responsibility in the learning process. It details the application of strategies like advanced organization to improve reading comprehension, emphasizing hands-on experience and self-regulation as key components. Additionally, it outlines cognitive and social/affective strategies that can be utilized to facilitate effective language learning.

3.  It is a methodological innovation
and its main concern is with the
language learner.
 It reflects an interesting and
enduring methododical practice.

4.  In 1975 Rubin investigated what “good
language learners” did to facilitate their
learning.
 Learning strategies are “the techniques or
devices which a learner may use to
acquire knowledge.”
In the 1970s learners
were considered to be
more actively responsible
for their own learning.

5. • Willing and accurate
guessers.
• Strong desire to
communicate no matter
making mistakes.
• Attend to the meaning
and the form of the
language.
• Practice and monitor their
speech as weel as the
speech of others.

6.  Considering learners’
contributions to the
process was not
enough.
•They need
to be trained
in learning
strategies.
1) To maximize their
learning.
2) To increase their
autonomy.

7.  Language teachers’ time can be profitable by:
considering learner training as much as language
training. (Wenden,1985)
LEARNI
NG
STRATE
GY
TRAINI
NG
Training students in learning strategies to optimize their learning.

8.  Situation
•Students complain about their
reading assignments because
they are lengthy.
•The teacher teaches them the
strategy of advanced
organization.

9.  Based on
previewing and
skimming to get
the gist of a
reading passage
 It allows
students to
improve
comprehension
and the speed
when they read.

10.  He shows how to apply the
strategy when reading.
1- Title and subheadings.
2- Pictures.
3- Skim each paragraph:
main ideas

12. • The students’ prior knowledge
and learning experiences should
be valued and built upon.
-Teacher read the students’
learning journals where the
students regularly write about
what and how they are
learning.
-Teacher has been interviewing
the studens.
• Studying certain learning
strategies will contribute to
academic success.
-Teacher decides to have the
students work on the strategy
of advance organization
• The teacher’s job is not only to
teach language but to teach
learning.
-Teacher models the use of the
strategy using a think-aloud
demonstration.

13. • Strategies have to be learned. The best
way to do this is with ‘hands-on’
experience.
-The students practice the
new learning demonstration.
• Students need to become independent,
self-regulated learners. Self-assessment
contributes to learner autonomy.
-Evaluate their own success
in learning the strategy.
-Modify the strategy to meet
their own learning needs.
-Share their innovations with
their classmates.
• An important part of learning strategy is
being able to transfer it, i.e. use it in a
different situation.
-Teacher asks the students to
try out the new strategy on a
different reading choose for
homework that night.

14.  Used to:
 Plan
 Monitor
 Evaluate a learning
task

15. Other
Examples of
Metacognitiv
e Strategy Arranging the
conditions
that help one
learn best
Setting long
and short
term goals
Checking one’s
comprehension
when reading
or listening

16. Chamot & O’ Malley identify two
other categories

17.  Learners interacting
and manipulating
what is to be
learned, e.g.
COGNITIVE
STRATEGIES
SOCIAL/AFFECTIVE
STRATEGIES
•Replying a word or
phrase mentally to
“listen” to it again.
• outlining and
summarizing what
has been learned from
reading and listening
• using keywords
Learners interact
with other persons or
“use affective control
to assist learning”,
e.g.
•Creating situations
to practice the target
language with
others,
•Using self-talk
•Cooperating and
working with others
to share information,
obtain feedback, and
complete a task