Cognitive strategies refer to the language learning strategies of identification, retention, rehearsal and comprehension or production of words, phrases and other elements of the second language. Among other activities which fall into cognitive category, we can point to repetition, researching, translation, grouping, note taking, deduction recombination, imaginary, direct physical response auditory representation conceptualization elaboration, transfer and inference.
Cognitive Strategies in this taxonomy are similar to Memory Strategies, but are not focused so specifically on manipulative mental processing; they include repetition and using mechanical means to study vocabulary. Written and verbal repetition, repeatedly writing or saying
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Meta Cognitive Strategy
Meta cognitive strategies focus on pre-assessment and pre-planning, on-line planning and evaluation, and post evaluation of language learning activities. Learners can control their own cognition via these strategies and by coordinating the planning organizing and evaluating the learning process. There are some more strategies which are on the realm of meta-cognitive strategies such as the strategies of advance preparation, self-monitoring, delayed production, Self-evaluation and self-reinforcement.
Metacognitive strategies are used by students to control and evaluate their own learning, by having an overview of the learning process in general. As such, they are generally broad strategies, concerned with more efficient learning. To efficiently acquire an L2, it is important to maximize exposure to it. If the L2 is English, the pervasiveness of English-medium books, magazines, newspapers, and movies in most parts of the world offer an almost endless resource (if cost is not a problem). The strategy of interacting with native speakers whenever possible also increases input, and could be considered a Metacognitive Strategy if it is used as a controlling principle of language learning. Testing oneself gives input into the effectiveness of one's choice of learning strategies, providing positive reinforcement if progress is being made or a signal to switch strategies if it is
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Socio Affective Strategies
Socio-affective strategies take the appropriate actions of the learner to make communication with other related people around them, into considerations. Among such actions we can point to asking questions, asking questions, clarifying social roles and relationship or co-operating with others in order to complete the tasks. Socio-affective strategies also help students overcome their emotional, psychological and social problems, for instance reduction of anxiety and apprehensions.
It is obvious that context has an impotent role in acquisition of lexical items. In this vein, Coady (1997) suggested the use of vocabulary learning strategy instruction approach to improve vocabulary learning: “The proponents of this approach (learning strategy instruction) also believe that context is the major source of vocabulary learning but they express some significant reservations about how well students can deal with context on their own. As a result, there is considerable emphasize on teaching specific learning strategies to students so that they can effectively learn from context” (Coady, 1997, p.
Metacognition can be complex; however, it is essential to teach at an elementary level because it’s an intellectual habit that can be obtain by the teacher’s method of teaching and the student’s consciousness of learning. Thinking about thinking is necessary in elementary level because of the awareness of the student’s thinking process. The teacher must be conscious of the different aspects of learning of each student and be able to work with them with different strategies that are the best to make their learning process more effective and interesting.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
Metacognition is a cognitive theory, defined as a leaner’s awareness of his or her own learning process. Grounded in constructivist theory, metacognition gained widespread prominence in the 1970s. Metacognition, or “thinking about thinking”, is not a clearly defined word. research on metacognition, self-regulation, and self-regulated learning must be firmly connected with theory. As Winters et al. (2008) note, the lack of clear guiding conceptual frameworks in research studies creates confusion in terminology and leads researchers to use terms interchangeably. Thus, rather than asking how metacognition is involved during self-regulation, we end up asking whether metacognition is the same as self-regulation. Such definitional quandaries thwart
Cognitive structures are embedded within the study of cognitive development. Cognitive structures are defined as, “the basic mental processes people use to make sense of information.” (Garner, 2007) Cognitive structures can ,also, be known as mental structures, mental tools, and patterns of thought. There are three distinct functions to cognitive structures, which are comparative thinking structures,
Metacognitive strategies are used within the more than a few phases of the learning procedure as described via Zimmerman (2002). He perceives three: the reasoning forward stage, which contains the headway of orchestrating methodology. Delineation is the distribution of be trained time. In the course of the execution prepare the honest to goodness studying or assignment execution happens. Here the checking method will get to be potentially the most crucial aspect; the learner on and on tests whether he/she understands the material, e.g. without every other person tending to. The final stage is that of self-reflection, in the course of which the learner surveys the training approach and/or thing. Appraisal and reflection frameworks are used to aid this
According to numerous references in the field of Psychology, a cognitive psychologist is an individual that studies topics such as thinking, problem-solving, learning, attention, memory, forgetting, and language acquisition, among several others. Cognitive psychology is the branch of psychology that studies mental processes, and its core focus is on how people acquire, process, and store information. While great research has been done within the field of psychology, there are individuals such as B.F. Skinner who criticize its strides, purposes, and research methods.
One of the most important skills that students need to learn is how to learn. Knowing specific techniques and strategies to help with learning can enable students to become strategic, effective, and lifelong learners (Sturomski, 1997). Strategies used for learning can be simple or complex, cognitive or metacognitive. Simple strategies are strategies that many of us use. Simple strategies may include asking questions, taking notes, or rereading a passage that is confusing to us. Complex strategies, on the other hand, may be a set of several strategies used together. For example, a complex strategy for writing might include three simple strategies of prewriting, writing, and editing. Each complex strategy includes several simple strategies in and of itself. Strategies can also be categorized as cognitive and metacognitive. Cognitive strategies help a person process and manipulate information. Much like simple strategies, cognitive strategies are very task-specific and are useful when learning and performing certain tasks such as filling out a chart and answering specific
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
First and foremost, Jones and McLachlan (2009) argue that the acquisition of a new language within the classroom setting is best achieved when key linguistic competences such as, speaking, listening, writing and reading are interlinked to create a whole language experience (Jones and Coffey 2013; Kirsch 2008). Gardner (1983) researched into cognitive processes and suggested in his seminal theory that there is the existence of seven forms of intelligence, which are regularly targeted within the MFL lessons, such as kinaesthetic, visual, musical, intrapersonal, interpersonal, logical and verbal-linguistic learning (Goswami and Bryant 2007; Jones and Coffey 2013; White 2005). This suggests that if teachers provide opportunities for the pupils to access and participate in the learning, and make available ample opportunities for pupils to contribute their understanding (McCallum et al. 2000; Pachler et al. 2007) that children can be assessed using different assessment strategies suited to the learning style (LGfL 2011). As a result the scheme of work (Appendix 1) adopts a range of kinaesthetic, visual, audible learning strategies throughout and using a range of resources also allows assessment to consider the l...
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
The cognitive viewpoint concentrates on the way individuals recognize prepare and recover information. Cognitive psychologists are intrigued by how memory functions how individuals take care of issues and settle on choices and comparable inquiries. (L.Burton, D.Westen, R. Kowalski, 2012. p.g.19)
Cognitive coaching is the process of helping people become self-directed and have the ability to problem solve independently. In the process of cognitive coaching the teacher, administrator or person leading the conversation acts as the non-judgemental guide. Using the model, the goal is truly to lead the person to a place where they are
Omaggio, Alice C. Teaching Language in Context. Proficiency Oriented Instruction. Boston: Heinle and Heinle. 1986
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide particular learning resources. It is that procedure by which new knowledge is fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. A method of teaching on the other hand is directly related to the presentation of the lesson. The choice of the teaching method depe...
Cognitive Psychology is focused on learning based on how people perceive, remember, think, speak and problem-solve. The cognitive perspective differs in...