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CENTERING YOUR LEARNING I. METACOGNITIVE STRATEGIES Slide 3: 2. Paying attention (A*): Directed attention (conc.) generally/globally Pay attention task Avoid irrelevant distractors b. Selective attention: Deciding in advance Notice particular details chart/table Full participation in spoken communication: context /content Particular elements of the speech Pronunciation/style/ grammar/vocabulary/ physical distance Slide 4: 3. Delaying speech production to focus on listening (L/S): Many learners Postponing speaking Target language Hours/weeks/months Comfortable enough speak Delay speech Total/partial “Silent Period” B. ARRANGING AND PLANNING YOUR LEARNING PROCESS (1) : 2. Organizing: Schedule/environment/ language learning notebook>optimal learning Finding out about language learning: Information Books/ effective strategies B. ARRANGING AND PLANNING YOUR LEARNING PROCESS (1) 3. Setting goals and objectives: long/short-term goal Slide 6: B. ARRANGING AND PLANNING YOUR LEARNING (2) 4. Identifying the purpose of the language task Knowing the purpose Channel learner’s energy Right direction 5. Planning for a language task General nature Specific requirements Resources available (learner) Needs further aids 6. Seeking practice opportunities learners Create opportunities New language Slide 7: 1. Self- Monitoring: No center on language learners’ conscious decision Monitor In any of the skills 2. Self-Evaluating: Gauging General language progress/ 2. Any of the skill Global impressions>faulty More specific> the more accurate the evaluation Slide 8: II. AFFECTIVE STRATEGIES A. Lowering your anxiety B. Encouraging yourself C. Taking your emotional temperature Slide 9: MORE THAN A WOMAN Oh, girl I've known you very well I've seen you growing everyday I never really looked before but now you take my breath away. Suddenly you're in my life part of everything I do you got me working day and night just trying to keep a hold on you. Here in your arms I found my paradise my only chance for happiness and if I lose you now I think I would die. Slide 10: Oh say you'll always be my baby we can make it shine, we can take forever just a minute at a time. More than a woman, more than a woman to me More than a woman, more than a woman to me oh, oh, oh,oh,oh… There are stories old and true of people so in love like you and me and I can see myself let history repeat itself. Reflecting how I feel for you thinking about those people then I know that in a thousand years I'd fall in love with you again. Slide 11: This is the only way that we should fly this is the only way to go and if I lose you I know I would die. Oh say you'll always be my baby we can make it shine, we can take forever just a minute at a time. More than a woman, more than a woman to me more than a woman, more than a woman to me more than a woman, oh, oh, oh. Slide 12: 2. Using music: stressful task soothing music Calm learners Positive mood for learning “Suggestopedia” Students’ moods/ mental states Using progressive relaxation, deep breathing, or meditation: Tensing relaxing All Major muscles Progressive relaxation Meditation Mental image/sound>one’s thoughts Scientific biofeedback research techniques Effective anxiety reducers A. LOWERING YOUR ANXIETY Slide 13: 3. Using laughter: The best medicine Important biochemical changes Learners Benefits Laughter’s anxiety- reducing power Role-plays/games/active exercises funny movie/ jokes/reading cartoons Slide 14: Making positive statements: Self- encouragement Language learners more confident> affective strategies 2. Taking risk wisely: Direct strategies fear of failure Risk taking tempered good judgment 3. Rewarding yourself: External sources=teacher/grades/certificate 2. internal: value highly= performance B. ENCOURAGING YOURSELF Slide 15: 1. Listening to your body Performance/ language skills Learners’ physical state Negative feelings/ Positive feelings/ happiness/ pleasure/excitement Tension/anxiety/fear/outrage Tighten muscles> organs Stimulating/calming effect C. TAKING YOUR EMOTIONAL TEMPERATURE Slide 16: 2. Using a check list: Learners Structured way Ask themselves questions emotional state General/specific Language tasks & skills Learners> use checklist Periodical assessment feelings>attitudes/motivations Language learning Slide 17: 3.Writing a language learning diary: Narratives Learners’ feelings/attitudes/perception Language learning process Sharing information effective/ineffective strategy 4. Discussing your feeling with someone else: Difficult Slow Dynamic Long term process Discuss process Express= feelings> language learning Slide 18: Proficient speaker Slow down/ repeat/explain Verification checking something Rightly understood Conversational questions A. Asking questions 1.Clarification Learners Ask other person Correction Self- monitoring 2.Correction (S/W) Slide 19: B. Cooperating with others Work together 1.Cooperating with peer Common goal/ reward Concerted effort Other learners activities Games/ simulations 2. With proficiency users of the new language (L/S) Enhance communication Taking specific steps/slow down… New language Slide 20: C. Empathizing with others 1. Developing cultural understanding 2. Becoming aware of other’s thoughts and feelings Background knowledge New culture Cultural understanding Native culture Target culture Culturally appropriate Cultural discussion Classroom activities Thoughts/feelings fluctuations People New language Behaviors of others Face-to-face communication You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.