DIDACTIF OF ENGLISH
DIDACTICS OF ENGLISH
ACTIVITY Task 2 - Language Learning Strategies.
PRESENTED BY: Jesús Eduardo Carrillo - 86074538 Lina María Barajas – 1049643597 Francis Ferney Grajales - 1042765257 Luis Alfonso Lopez - 1085167094
GROUP: 551026_10
TUTOR: EDWIN ANDRES LONDOÑO
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD EDUCATION'S SCIENCE SCHOOL - ECEDU BACHELORS IN ENGLISH DEGREE AS A FOREIGN LANGUAGE. 2020.
LEARNING STRATEGIES
Learning strategies are a sequence of cognitive and procedural operations to process information and learn it meaningfully. The procedures used in a learning strategy are called learning techniques. Many
scholars
defined
language
learning
strategies differently focusing on the way used by learners to deal with the information they receive and what the kind of strategies they use. (Rigeney 1978) who defines language learning strategies as the often-conscious steps or behaviours used by language learners to enhance the acquisition, storage, retention, recall, and use a new information. It is important that teachers promote the use of learning strategies in students, supported in turn with direct teaching and modeling. Similarly, promoting the use of learning strategies in students favors self-regulation, metacognition, self-evaluation, autonomy, and continuous reflection. That said, it can be said that a student or any person will have a greater chance of acquiring knowledge if they apply a strategy that facilitates and favors their effectiveness in learning and
understanding
the
subject
they
want
to
study.
It is common for many to confuse learning strategies with study techniques. And although they are related, they are not the same. Study techniques are the tools used to study. Such as repetition, underlining, outlining content, participation in classes, among many others.
On the other hand, study strategies are a kind of guide that must be followed to obtain knowledge, so a learning strategy can use one or more study techniques to achieve academic objectives.
IMPORTANCE OF LEARNING STRATEGIES
They are important because they are ways to simplification the process of teaching and learning and also improve this process in order to make it more successful.
They are important because they improve self-efficacy, the perception that the student has when completing a task with success according to “Bandura 1997�.
Learning languages strategies importance resides in the fact that they knowledge and the ways they can improve it, having into account cognitive, metacognitive and socioaffective factors.
TYPES OF STRATEGIES AND THEIR DEFINITIONS.
ESSAY STRATEGIES:
They are based on the spoken or written repetition of the knowledge that you want to apprehend and learn. For this, people immersed in the study process usually resort to:
Repeat content out loud. Apply rules for memorization or mnemonics. Make copies of the content. Summarize. Make diagrams. Underline.
Strategies Propose for “ESSAY STRATEGY”. The electing subject strategy: One of the helpful strategies to improve essay writing is the “electing subject” due to the fact it help the student to plumb ideas, set up a series of information that the student consider important for the development of his/her topic. In the Electing subject strategy you has to define the aims, make interesting investigation about, choose a topic, and pick a subject you have passion. Whatever the essay’s purpose, make sure you get involved in your subject.
Example: A social science teacher provided his student the information of how constructive knowledge is seen from the view of the society. He asked the student to perform an essay as their final work. He also gave them some topics to choose to carry out the activity, but one of his student asked him that if he could choose his family as a subject of study. He claimed that he already know his family, his situation that well, that he think that he would be more comfortable.
The Sketch Strategy: One of the easiest ways to develop the writing is to build an outline. It is essential because, in your essay, it helps you organize your matter about what you want to discuss. A simple description will help you determine the topic of your article and build a strong point statement.
Example: In a biology class the teacher in order to sum up the information and its complexity asked her students to outline the information they will be receiving orally, this exercise help the students gain time to plan, think and get concentrated in every explanation the teacher provided.
Topic’s research Strategy: Whether you select your topic for the essay or your professor will give it to you, research is crucial. Your research is going to be a basis for your complete essay, so you should be able to do in-depth research to support your whole thesis. Example: A group of student were about to present a project to the major of the city about a struggling situation they were having with the electricity fluid and utilities of their university. Their university councilor then advise them, that the first thing they had to do was to investigate the situation and also made some researcher to support the information of the problem. “Evidences are always a useful tool to support your thesis of your assay”
Self-efficacy Performance Strategy: Students’ writing performance on a piece of assessed written coursework. Using data from first and second year undergraduate psychology students at a UK university, the results showed that both Self-efficacy reading and Self-efficacy writing were related to actual writing performance. Overall the results support the importance of the concept of selfefficacy in relation to student performance in developing an assay.
Write an effective conclusion Strategy: Your essay is supposed to be strong from the beginning to the end. Many people forget their conclusion. The conclusion of an essay is important because in it you put all your points together in brief. Through it, you prove your thesis to your audience. In conclusion, you will not explain the introduction and thesis again.
Example: A group of students of eleven grade are working on a project that relate to the drains that passes near their school. Their project’s teacher think that it is a good project and told them that in their essay they have to make clear what reason they had proposed their thesis for, but also he asked them that they have to give some explanation of the solution to the problem. Eventually they present their essay, but this one wasn’t accept because it wasn’t finish yet, it was poor of inclusion, regarding that the conclusion not only help the student to map out their point of view, but also help the thesis to get validated
COGNITIVE STRATEGIES Cognitive strategies help learners make and strengthen associations between new and already known information (O'Malley and Chamot 1990; Oxford 1990, 1996) and facilitate the mental restructuring of information (Iran-Nejad et al. forthcoming). Examples of cognitive strategies are: guessing from context, analysing, reasoning inductively and deductively, taking systematic notes and reorganizing information.
Example of Cognitive Strategies.
A) Plan- Make an approach to the class in the area of English to be developed, to perform in the learning process. C) Keep your attention awake to receive the learning of the English language in a general way through exercise.
E) Explore the memory of our students autonomously and in groups.
G) Make the information repetitive for better language learning.
I). Determine the quality of knowledge and the processes by which the student learns the language better in English.
B) Elaborate the information of the language in English by means of other methods such as: analog images and examples
D) Manage the success of one grade and the failure of another through regulative language learning.
F) Select the main ideas of the class and the doubts and opinions regarding the learning of English for each student.
H) Evaluate the knowledge of the students according to the didactics of English.
J) Encourage to apply what they have learned inside and outside the classroom in different tasks with learning in English.
MNEMONIC STRATEGIES: Mnemonic strategies help learners link a new item with something known. These devices are useful for memorizing information in an orderly string (e.g. acronyms) in various ways; examples are: by sounds (e.g. rhyming), by body movement (e.g. total physical response, in which the teacher gives a command in English and learners physically follow this) or by location on a page or blackboard (the locus technique).
Examples of Mnemonics
1. keyword mnemonics: Say to your students need to learn the words for two different parts of the brain: cerebrum and cerebellum. Since the cerebrum is larger than the cerebellum, the keyword for cerebrum could be drum (a large instrument) and the keyword for cerebellum could be bell (a small instrument).
2. rhyming mnemonics: Students who struggle with multiplication facts can be taught peg-words for the numbers being multiplied. To teach the math fact 6 x 6, teach the student to associate the peg-word sticks with six. The mnemonic “sticks times sticks� would prompt the student to think of six sticks bundled together six times.
3. Peg method: This method can be used by us in our daily lives and by students and teachers in school to memorize a list of objects. I recall this rhyme we sang as children, on spotting black birds: 1 for sorrow • 2 for joy • 3 for a letter • 4 for a toy • 5 for silver • 6 for gold • 7 for a secret never to be told
I can associate these pegs with a list I need to memorize. A sorrowful looking apple A smiling faced dish of noodles A letter that is written on a dish washing cloth. A bread in the shape of a toy car and so on.
4. Method Of Loci This method uses visualization to organize and recall information.
I would use this method to remember the shopping list • I ENTER MY HOUSE
There is key I put in the slot is an apple.
• I turn the key in front door and enter my • The flower vase has Hakka noodles in it. bedroom.
• I open the cupboard and put away the
• I place the keys in a vase.
washcloth.
• I open my cupboard to put away my • I enter the washroom to wash the loaf of sandals.
bread….
5. Link Method. It works on the concept of creating a vivid image linking the different elements of the list that has to be memorize: I visualize a fat me ( like an apple) with a wash cloth on my head, holding a pack of noodles in one hand and bread in the other, with the butter balanced on it!
6. Stories The story method is similar to the link method. Here we create a story with the elements of the list that needs to be memorized: Elena was standing in front of her house eating an apple, Arrived a beggar girl with hair like noodles, and a dirty wash cloth in her hand. She said she was hungry. Gita gave her some bread and butter to eat.
7. First Letter Method: The first letters of a list that needs to be remembered are used to make a sentence or a poem that can be remembered easily K-Potasium • Mg-Magnesium • Na- Sodium • Ca-Calcium • Al-Aluminium • Zn-Zinc • Fe-Iron • Sn-Tin • Pb-Lead • H-Hydrogen
8. Numerical conversions: Technique that consists of assigning consonant numbers to the alphabet, in order to add the vowels to them, getting a keyword in your memory. You must create a list with the consonants and associate them with the corresponding number so that your memory can remember it. An
9. Acronym mnemonics: To help students remember the names of the five Great Lakes, share the acronym mnemonic HOMES with them: Huron, Ontario, Michigan, Erie, Superior
10: acrostic letter sentence mnemonics: Use the sentence Sara’s Hippo Must Eat Oranges to help students remember the names of the Great Lakes in order of size: Superior, Huron, Michigan, and Erie, Ontario. (To help students connect the sentence to the lakes, tell them to imagine that Sara lives near one of the lakes and think about how silly it is that an orange-eating hippo lives there, too.)
METACOGNITIVE STRATEGIES Metacognitive strategies help learners manage themselves as learners, the general learning process and specific learning tasks. Severas varieties exist. One group of metacognitive strategies helps individuals know themselves better as language learners. Self-knowledge strategies include identifying one's own interests, needs and learning style preferences. Learning styles are the broad approaches that each learner brings to language learning or to solving any problem. Examples of learning styles include visual vs. auditory vs. kinesthetic, global vs. analytic, concrete sequential vs. intuitive-random, and ambiguity-tolerant vs. ambiguity-intolerant (Ely 1989; Oxford and Ehrman 1995; Reid 1995a; Dreyer and Oxford 1996). A) Visual images with the language of the language in English.
A) Solving problems in learning English in terms of situations that require reflection to find a quick and immediate answer.
E) Interaction models, written in order to facilitate communication and improve pronunciation and vocabulary.
G) Association of new words with your experiences through the study of English memorize and remember what you have learned. I) have an adequate space for the class and an excellent study space, improving their speaking and listening.
B) Social interaction: group work with dialogues in English to improve their pronunciation.
D) Evaluate what you have learned.
F) Instill the student to solve problems, searches and research on doubts in the language.
H) Argue and communicate ideas for the class through English.
J) Help the student to be autonomous
COMPENSATORY STRATEGIES FOR SPEAKING AND WRITING Compensatory strategies for speaking and writing help learners make up for missing knowledge when using English in oral or written communication, just as the strategy of guessing from the context while listening and reading compensates for a knowledge gap.
STRATEGIES SUGGESTED: Massage clue strategy. This strategy provide a several meaning throughout conversation which the student are supposed to recognized by the massage itself not the range of vocabulary in the conversation. Example: The teacher said: “I get the massage a cross when I talk to all of you” and the student replay¨: I know that you understand all of us sr. In this example the student know the meaning of the word “across” in different context, reason why she/he misunderstood the massage.
The mind guess strategy: The mind guess strategy is an exercise that the student carry out in classes by modeling and pronouncing some sentences depending on the tenses they are, this strategies involve colors which the teacher used to make the differences of the tenses. Example: (Green color) In trying to hold a taxi for almost an hour!! (Red color) It didn’t happened to me yesterday, but I was one block before.
Pattern study strategy: This strategy help the student to change the word in a written situation or an assay, they would think in another similar word, try to change the initial idea or look up the word in a dictionary on internet or in a different assignment. Example: The article: “the police are investigating/ looking into the arms deal”. The student: “the cops are trying to dig out info about the arms deal”.
Gesture strategy: Gestured help the student and a person in a real life situation in conversation to point out what he or she can mean in the case of forge thing or ignoring the word. Example: The learner: when I have question in her mind (pointing to his mind) I can ask the question to the teacher. In this example the learner confused the word “his and her”, so he pointed to his head, which made the massage understood, but with the wrong meaning.
Coining words strategy: This strategies is use in classes by the teacher to let the students know that if in a middle of conversation they don’t find a word that is supposed to be said in the sentences, they can coin another word and give afterward a further explanation of what he/she wants to mean, “Invent”. Example: The student: Colombia is (surrounded by) …… in the high pick of four countries, Venezuela, Brazil, Ecuador, Peru. From the example we can notice, that the students forgot the word (surrounded) and start fabricating the idea to avoid stops and gaps in his massage.
AFFECTIVE STRATEGIES EXAMPLES OF AFFECTIVE STRATEGIES.
A) Responsibility In Compliance.
B) Maintain Dialogue And Communication Between Individuals. D) Not Compete, Cooperate With Each
C) Always Provide Motivation. E) Lower Anxiety-Not Despair In Presentation Of Dialogues And
Other. F) Cooperative Work During The Exhibitions.
Exhibitions. G) Maintain Emotional Temperature During Speech I) Free Expression
H) Take Into Account The Wishes The Student Has For The Class. J) Acceptance Of Gender Equality Or Sexual Identity.
SOCIAL STRATEGIES Social strategies facilitate learning with others and help learners understand the culture of the language they are learning. Examples of social strategies are asking questions for clarification or confirmation, asking for help, learning about social or cultural norms and values and studying together outside of class.
REFERENCES
Richards, J. (2002). Theories of Teaching in Language Teaching. In J. Richards &
W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Approaches and Methods in Language Teaching, pp. 19-26). Cambridge: Cambridge University Available in: https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667190.004
Dörnyei, Z. (2001). Maintaining and protecting motivation. In Motivational
Strategies in the Language Classroom (Cambridge Language Teaching Library, pp. 71116). Cambridge: Cambridge University Press. Retrieved from: https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667343.005
Oxford, R. (2001). Language learning strategies. In R. Carter & D. Nunan (Eds.),
The Cambridge Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 166-172). Cambridge: Cambridge University Press. Retrieved from: https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667206.025
Abdalmaujod, A. H. (2013). Language learning strategies: a general
overview. Procedia - Social and Behavioral Sciences, 106. pp. 1712-1726. doi: https://doi.org/10.1016/j.sbspro.2013.12.194
Ganesh, M. (2015). Teaching receptive and productive language skills with the help
of techniques. Pune Research an international journal in English, 1(2). Retrieved from: http://puneresearch.com/media/data/issues/55fbb8b0dd37d.pdf
Ivančić, M. & Mandić, A. (2014). Receptive and productive language skills in
language teaching. In Academia.Edu. Retrieved from: https://www.academia.edu/15220943/Receptive_and_productive_language_skills_in _language_teaching
Task 2 - Language Learning
Strategies