Styles and strategies
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This document discusses different styles, strategies, and factors that influence second language acquisition. It describes two main categories - learning styles, which refer to an individual's preferred way of learning or processing information, and strategies, which are techniques used by language learners to improve learning. Specific learning styles discussed include field independence vs field dependence, left vs right brain dominance, and systematic vs intuitive styles. Cognitive and socioaffective strategies that learners employ are also outlined.
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This document is a paper submitted by Solanki Pratiksha M. about language learning strategies as discussed in the book by Rebecca L. Oxford. It discusses six main categories of language learning strategies: cognitive strategies, mnemonic strategies, metacognitive strategies, compensatory strategies, affective strategies, and social strategies. It also addresses influences on strategy choice and current and future trends in strategies research.
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2. Within each category are examples of specific strategies like goal-setting, memorization, asking questions, interacting with native speakers, and building confidence.
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Study skillsuaa
This document outlines study skills strategies for students with disabilities presented by Frank A. Shaffer and Phyllis Seeba. It discusses the benefits of study skills instruction, including increasing student confidence and learning by 37% with specific feedback. Study skills can be taught in various settings and ensure students learn to become independent learners by teaching orientation, activation, and maintenance of skills. Key study skills covered include time management, note taking, test taking, reading, writing, and organization.
Development of communication skills in teaching & learning English among ESL ...
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This document summarizes a workshop on developing communication skills for English as a second language learners. It identifies problems ESL learners face such as lack of motivation and issues with listening, speaking, reading and writing skills. It also outlines strategies discussed at the workshop to improve skills like using activities to make learning enjoyable, setting goals, building confidence, and reducing anxiety. Teachers are encouraged to make lessons relevant, promote collaboration, and motivate students.Implicit vs. Explicit Teaching in Pragmatics
The document discusses teaching pragmatics, which aims to help language learners understand socially appropriate language use. Pragmatics is often overlooked in language education. Explicit teaching of pragmatics through analyzing language examples and contexts is generally more effective than implicit teaching. Various frameworks can inform pragmatics instruction, including noticing hypothesis, output hypothesis, interaction hypothesis, and sociocultural theory. Teachers can use tasks focusing on linguistic or sociocultural aspects to raise pragmatic awareness. Both inductive and deductive approaches show promise, though inductive instruction may lead to longer-lasting pragmatic knowledge.
Approaches to language teaching
This document discusses and compares several language teaching methods:
- Grammar-Translation focuses on grammar rules but provides minimal comprehensible input.
- Audio-Lingualism uses dialog memorization but lacks message comprehension.
- Cognitive Code focuses on skills but grammar dominates lessons.
- Direct Method insists on accuracy but error correction causes anxiety.
- Natural Approach provides comprehensible input without immediate error correction.
- TPR uses physical commands but every class has a grammar focus.
- Suggestopedia develops student confidence but does not include language labs.
Newer methods like TPR and Suggestopedia provide better comprehensible input than older methods. Alternatives like conversations, readings, and immersion
Learner differences in second language acquisition
1. aptitude
2. learning styles
3. language levels
4. individual variations
5. good learner characteristics
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Styles and strategies
- 1. Styles and strategies English Teaching Practicum Learning Activity 2.1 Pamela Bermeo
- 2. Process •Human Being abilities in the seven intelligences Style •Preference within an individual •Intellectual functioning Strategy •Method of approaching a problem or task
- 3. Learning styles Way people internalize their environment between emotion and cognition Cognitive style Way people learn and the way they attack a problem based on personality and cognition When cognitive styles are related to education, it is referred to as learning styles Learning a second language involves affective factors, and learning styles
- 4. L e a r n i n g s t y l e s i n S e c o n d L a n g u a g e A c q u i s i t i o n Field independence style Ability to perceive a relevant item of distracting Distinguish parts from a whole, to concentrate on something Field dependence: perceives the whole picture or the general configuration of a problem FI is related to classroom learning that involves analysis, attention to details, and focused activities FI performed better in deductive lessons, and FD is more successful with inductive lessons Student has his own appropriate style depending on the context
- 5. Left hemisphere Right hemisphere Associated with logical, analytical thought with mathematical and linear processing of information Perceives and remembers holistic, integrative, and emotional information Dominates the learning by a deductive style of teaching Dominates learners appeared to be successful in inductive classroom environments Learners are better producing separate words, gathering the specific of language, abstraction, classification, labelling, and reorganization Learners deal better with whole images, generalizations, metaphors, emotional reactions and artistic expression Intellectual Intuitive Planned and structure Fluid and spontaneous
- 6. Ambiguity Tolerance Tolerate ideas that run counter your believe system Tolerant people believe in ambiguity and uncertainty Language learners are ambiguous with different cultural systems, learning from both Too much tolerance influences negatively the assumptions of rules
- 7. • Systematic and intuitive style • Intuitive style: people consider several gambles before a solution • Systematic style: weight all considerations in a problem, venturing a solution • Reflective students tend to make fewer errors in reading • Impulsive students are usually faster readers • Visual learners tend to prefer reading and studying charts, drawings, and graphical information • Auditory learners prefer listening to lectures and audiotapes
- 8. Specific actions that we make on a given problem Moments to solve problems posed by second language input and output Learning strategy and communication strategy
- 9. tools and techniques that learners develop as they learn. Learning strategies are an important part of developing autonomy Cognitive strategy types of learning strategy that learners use in order to learn more successfully. Socioaffective strategy learning strategies concerned with managing emotions, both negative and positive.
- 10. Cognitive strategies Deduction: apply rules to produce second language Recombination: construct sentences by combining know elements Imagery: new information and visual concept Auditory representation: sound words Keyword: familiar words between first and second language Contextualization: meaningful language sequence Elaboration: relate concepts Transfer: use previous and new linguistic knowledge Inferencing: guess meaning
- 11. Socio Affective Strategies Cooperation: work with pairs obtaining feedback Questions for clarification: ask teachers for repetitions or explanations
- 12. Employment of verbal and nonverbal mechanisms for the productive communication of information Avoidance strategies Put off conflict indefinitely, by delaying or ignoring the conflict Compensatory strategies communication strategies used by learners to compensate for limitations in their language
- 13. Avoidance strategies Message abandonment: leaving message because of language difficulties Topic avoidance: avoiding topic areas because of language difficulties
- 14. Compensatory strategies Circumlocution: describe the target object of action Approximation: alternative term to express meaning Use of all-purpose words: general lexical item to contexts Word coinage: create a nonexistent L2 words Nonlinguistic signals Literal translation Foreignizing Code-switching Appeal for help