Direct language learning strategies

Learning Strategies: Useful tools to make Foreign Language Learning and Teaching easier. LEARNING STRATEGY CONCEPT DIRECT LEARNING STRATEGIES RAFAEL G. CONCHA. C. UNIVERSIDAD POPULAR DEL CESAR FACULTAD DE EDUCACIÓN PROGRAMA LENGUA CASTELLANA- INGLÉS VALLEDUPAR- CESAR 2011 :

Learning Strategies: Useful tools to make Foreign Language Learning and Teaching easier. LEARNING STRATEGY CONCEPT DIRECT LEARNING STRATEGIES RAFAEL G. CONCHA. C. UNIVERSIDAD POPULAR DEL CESAR FACULTAD DE EDUCACIÓN PROGRAMA LENGUA CASTELLANA- INGLÉS VALLEDUPAR- CESAR 2011

Learning Strategies: Useful tools to make Foreign Language Learning and Teaching easier:

Learning Strategies: Useful tools to make Foreign Language Learning and Teaching easier Importance of LLS. Four-part definition of communicative competence. Evolution of the strategy concept. Main features of LLS. Interrelationships between DLLS& ILLS. Direct and Indirect LS. Insight/ a step to a preliminary proposal.

Slide 3:

Importance of LLS Tools Self-involvement Communicative competence

Slide 4:

Communicative competence Grammar competence Socio-linguistic competence Discourse competence Strategic competence Grammar/ vocabulary/ spelling/word formation Utterances> understood Various social contexts Combination/ cohesion/ coherence> above single sentence Learning strategies Processing strategies

Slide 5:

LANGUAGE LEARNING STRATEGIES: DEFINITIONS

LEARNING STRATEGIES: TECHNICAL DEFINITION:

LEARNING STRATEGIES: TECHNICAL DEFINITION Acquisition/storage retrieval Operations

EXPANDING LEARNING STRATEGY CONCEPT:

EXPANDING LEARNING STRATEGY CONCEPT Faster Easier Enjoyable Self-directed Effective transferrable

Features of language learning strategies:

Contribute to the main goal, communicative competence Allow learners to become more self-directed. Expand the role of teachers. Are problem-oriented. Are specific actions taken by the learner. Involve many aspects of learner, not just cognition. Features of language learning strategies

Slide 9:

Support learning both directly and indirectly. are not always observable. Are often conscious. Can be taught. Are flexible. Are influenced by a variety of factor.

Slide 10:

I. Memory strategies (direct) II. Cognitive Strategies (direct) III.Compensation Strategies (direct) IV. Metacognitive Strategies (indirect) VI. Social Strategies (indirect) V. Affective Strategies (indirect)

Slide 11:

I. MEMORY STRATEGIES A. C REATING MENTAL LINKAGES B. A PPLYING IMAGES AND SOUNDS C. R EVIEWING WELL D. E MPLOYING ACTIONS DIRECT STRATEGIES: TARGET LANGUAGE MENTAL PROCESSING OF THE LANGUAGE

Slide 12:

1. Grouping (L/R) 2.Associating/ Elaborating (L/R) 3. Placing new words into a context (A) A. CREATING MENTAL LINKAGES Nouns/ verbs apology Likes/Dislikes New language information Concepts Create associations Memory Strange Two things Bread/butter New language information Context Conversation story weather opposition Demand similarity

Slide 13:

1. Using imagery (L/R) New language information Concepts in memory Visual imagery Mind/drawing New language information Sound-based association new material/known B. APPLYING IMAGES AND SOUNDS 2.Semantic mapping (L/R) Arrangement of words Picture Words/concepts Key concepts Lines/arrows 3. Using key words (L/R) New word 1.Auditory familiar word 2.visual links Generate image 4. Representing sounds in memory (L/R/S)

Slide 14:

C. REVIEWING WELL (A) STRUCTURED REVIEWING: Carefully space intervals

Slide 15:

D. Employing actions 1. Using physical response or sensation (L/R) 2. Using mechanical techniques (L/R/W) Acting out new expression Physical feeling/sensation Creative/tangible techniques Moving/changing something concrete New target language information. Writing words on cards Setting different sections

Slide 16:

II. COGNITIVE STRAGIES A. P rac ticing B. R eceiving and sending messages C. A nalyzing and reasoning D. C reating structure for input and output

Slide 17:

1. Repeating (A): innovative ways: Silent rehearsing/imitating a native speaker/reading a passage: different purposes 2. Formally practicing with sounds and writing systems: Pronunciation, intonation, register/ practicing new writing system. (L/SW) 5. Practicing naturalistically (A): New language: Conversation/ reading a book, listening to a lecture/writing a letter in the new language. 3. Recognizing and using formulas* and patterns* (A): 4. Recombining (S/W): known elements>new ways>longer sequence. A. Practicing

Slide 18:

2. Using resources for receiving and sending messages: (A) Print: dictionaries/word lists/grammar books… No print resources: tapes/TV/videos/ radio/pictures… Help learners Speaking activities >Understand Incoming messages >Produce outgoing messages B.Receiving and sending messages 1.Getting the idea quickly: (L/R) a. Skimming: main ideas b. Scanning: specific details

Slide 19:

C. ANALYZING AND REASONING Reasoning deductively (A): general rules>new target language situation. Analyzing expressions (L/R): Determining meaning>new expression> Breaking down>parts= understand< whole expression. 3.Analyzing contrastively (L/R): Comparing elements( sounds/words/syntax)<new language-own’s language> likenesses/differences. 4. Translating (A): target language expression native language. 5. Transferring (A): directly applying knowledge of words> to another>understand + produce> expression in the new language.

D. CREATING STRUCTURE FOR INPUT AND OUTPUT:

D . CREATING STRUCTURE FOR INPUT AND OUTPUT 1.Taking notes (L/R/W): Main ideas/specific points: a. Raw notes b. Systematic form of note-taking: shopping list/ the T- formation/ the semantic map/standard outline form. 2. Summarizing (L/R/W): Summary/abstract/shorter version. 3. Highlighting (L/R/W): Variety of emphasis techniques: Underlined/starring/color coding/capital letters circles.

Slide 21:

III. COMPENSATION STRATEGIES G UESSING INTELLIGENTLY Using linguistic clues ((L/R) : Using language-based clues>guess meaning learner’s own language/another language/target language 2. Using other clues : (L/R) Not language-based>guess meaning context/situation/ text structure/personal relationships/topic/general world knowledge. B. O VERCOMING LIMITATIONS IN SPEAKING AND WRITING.

B. OVERCOMING LIMITATIONS IN SPEAKING AND WRITING:

3. Using mime or gesture (S): physical motion (mime/gesture) < an expression>meaning . 4. Avoiding communication partially or totally (S): Certain topics difficulties are anticipated: no words/concepts/grammar structures< aim of speaking vs. keeping learner emotionally protected>speak other things later. B. OVERCOMING LIMITATIONS IN SPEAKING AND WRITING 1. Switching to the mother tongue (S): No translation/adding word endings. 2. Getting help (S): learner> other person/ to provide missing expression.

Slide 23:

5. Selecting the topic (S/W): learners choose the topic of conversation> learner ’s interest> make sure > posses needed vocabulary/structures 6. Adjusting/ Approximating the message (S/W) : alter message Omitting items of information/ideas simpler or more precise pencil /pen Pipe/ waterpipe 7. Coining words (S/W): Communicate concepts Learner doesn’t have the right vocabulary: Bucket/ water-holder tooth doctor/ dentist 8. Using a circumlocution or synonym (S/W): The learner> Roundabout expression> describe single concept.

Slide 24:

Language learning strategies : what every teacher should know. Front Cover. Rebecca L. Oxford · 0 Reviews. Newbury House Publisher, 1990 - Language Arts ...