Learning Strategy Training by hcj

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									Learning Strategy
Training
Background
 1975, Rubin: good language learners facilitate
  their learning.
 Good language learners:
  - willing and accurate guessers who have a
  strong desire to communicate, even appear
  fool.
  -attend to both meaning and form of their
  message.
   -practice and monitor their own speech as well
  as others.
Background (cont.)
 In order to maximise (good) language
  learners potential and contribute to their
  autonomy, they need training in learning
  strategies.
 Learning strategy training: training
  students in the use of learning strategies
  in order to improve their learning
  effectiveness.
Example in the textbook (Larsen-
Freeman, D.,2000,p.160)

1.T reads Ss’ learning journals- finds Ss’
  learning problems.
2. T decides to have Ss to work on the
  strategy of advance organisation.
3.T models the use of the strategy.
Example in the textbook (Larsen-
Freeman, D.,2000,p.160)

4. Ss practice the new learning strategy
  (‘hand-on’ experience).
5. Ss evaluate their own success in learning
  the strategy and modify it to meet their
  own learning needs (self-regulated, self-
  assessment).
Principles
 Teacher’s job is not only to teach lang. but
  learning.
 Strategies should not be taught in isolation,
  but rather as part of the content-area or
  language curriculum.
 Help learners to continue to learn after
  completing formal study of the target
  language.
Meta cognitive strategies
 Use to plan, monitor and evaluate a
  learning task.
 Arrange the conditions that help one to
  learn.
 Set long and short-term goals.
 Check Ss’ comprehension during listening
  or reading.
Cognitive Strategies
   Learners interact and manipulate what is
    to be learned.
    e.g.: replaying a word or phrase mentally
           to ‘listen’ to it again.
           learn a new word by associating with
           a familiar word by creating a visual
           image.
Social/ affective strategies
 Learners interact with other persons or
  ‘use affective control to assist learning.
e.g.: create situations to practice the target
      lang.
      use self-talk to think positively and talk
      oneself through a difficult task, and
      cooperate/ work with others to share
      info, obtain feedback and complete a
      task.

								
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