Language Learning Strategies (LLS), History, and Definitions
Since the 1970s, the subject of language learning strategies has attracted the interest of many scholars (e.g., Rubin, 1975; Stern, 1975; O’Malley & Chamot, 1990; Oxford, 1990, 2001, 2011; Ogeyik, 2009; Cohen, 2011; Griffiths, 2008, 2013). Research on language learning strategies is influenced by two theories: Second language acquisition and cognitive psychology. Research into second language acquisition literature describes strategies used by successful or good language learners, whereas research in cognitive psychology literature focuses on determining the influence of strategy training on learners (O 'Malley, Chamot, Manzanares, Russo, & Küpper, 1985). In spite of the fact that
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It can be seen from the above definitions that there is no consensus among researchers about specific definitions of language learning strategies with regard to the actual way that learners act or think during language learning processes. Given that there is no unifying concept or theory of language learning strategies, some scholars (e.g., Rubin, 1975; Stern, 1975) proposed that we should study and observe what successful language learners do while learning a language, in order to learn and understand what language learning strategies are. Accordingly, a number of characteristics of successful language learners were identified (Rubin, 1975; Stern, 1975).
Strategies of Successful Language Learners Rubin (1975) was the first person who identified strategies used by successful language learners and the main purpose behind her initiative in identifying the characteristics of successful language learners according to her was to improve the quality of teaching language learning strategies, and to enhance the strategies of less successful language learners and help them succeed in learning a language. The findings of her study, which was based on observation and interview follow ups, have identified seven strategies of successful language learners:
1. The good language learner is a willing and accurate
When reading the scenario that was asked for this assignment, I noticed that the teacher didn 't use a lot of strategies to help the ELL students develop language development. But the strategies he did use I thought were a great start. He was trying to lower the effective filter by attempting to give the students positive gestures and smiles to help
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.
An individual is constructed through many aspects , whether it be their likes/dislikes, personalities, goals or self assigned origin(s), etc. One of these aspects that help build up and sketch an individual is the language they choose to speak. This does not simply include choosing between English or French but choosing or learning to speak high/low language, or the type of slang one uses, and even the rules that are set up with that language the individual has obtained.
The present reaction paper is based on the article called Language Learning Strategies in a Nutshell: Update and ESL Suggestions, written by Rebecca L. Oxford (2004). In her article, the author refers to learning strategies in and out of the field of second language (henceforth L2). She defines strategies as the conscious plans or actions taken by learners to improve their progress in developing L2 skills and their communicative abilities. Oxford claims that according to research, explicit instruction on language learning strategies is beneficial for students in one of two main areas: overall proficiency or specific skill improvement. From this perspective, it is believed that explicit instruction on language learning strategies allows students to become good language learners who know, and understand that the use of strategies can be beneficial and even transferable to other fields of study.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
As the global communities migrate from their native home lands to new countries and regions, the need to learn a new language becomes an imminent requirement. Learning second language for an individual with not back ground to the language can be a serious proposition which can results in seriously straining the individual. This makes it very important to select a learning strategy very carefully to prevent complicating the learning process and also one which will help speed up the entire learning process (Bitchener 2007). With this in mind there are three main approaches linked to learning a 2nd language namely the behaviourist, Halliday’s and Chomsky’s approaches. Each of these adopts different learning theories but that all promote
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
How do children acquire language? What are the processes of language acquisition? How do infants respond to speech? Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observations that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, (which helps them learn to pronounce words correctly), and grammar is seldom taught to them, but instead that they rapidly acquire the ability to speak grammatically. Though, not all children learn by imitation alone. Children will produce forms of language that adults never say. For example, “I spilled milk on hisself” or “Debbie wants a cookie”. This demonstrates that children have the desire to speak correctly and have self-motivating traits to communicate. This supports the theory of Noam Chomsky (1972)-that children are able to learn grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech.
Thesis statement: As human beings we have the ability to learn every and each language that we are exposed to during our first years in this world. Furthermore, there are several differences between the ways that comprehend and learn our mother-tongue and our second language. Our second language is somehow our mother-tongue too since being called a second language and not a foreign one means that it is used in our community.The primal stages of first language acquisition are the pre-language stage, one word stage, two words stage, telegraphic speech, basic master, also elaboration and expansion, while the second acquisition early stages are the pre-production or silent period, the early production period, the speech emergence period, The Intermediate
Language learning strategies have become a favorite topic in the study of second language acquisition in the past five decades. Large amount of descriptive work and empirical evidences from the research of language learning strategies show that the use of strategies facilitates students’ academic achievements in language learning (Cohen, 1998; Ellis, 2008; Mizumoto &Takeuchi, 2009; Oxford, 1989; Saricoban, 2008). Studies have also claimed that good language learners not only use different strategies compared with poor language learners, but also use language learning strategies more flexibly, frequently and effectively (Gass & Selinker, 2001; Liu, 2006). Researchers have also investigated factors that affect students’ choices of strategies in the process of language learning. Language learners’ level of proficiency seems to be the most influential one that affect students of different level of education (Kashefian-Naeeini & Maarof, 2010; Liu, 2008; Ngnyen & Godwyll, 2010; Tragant & Victori, 2012; Tsai & Chang, 2009; Zhang, Gu, & Hu, 2008). Besides, cultural and language learning environment (Abbott, 2006;ALPTEKIN, 2007; Hong-Nam & Leavell, 2007; Kameli, Mostapha, & Baki, 2012; Magno, Filho, & Lajom, 2011; Pritchard, 1990), gender (KAYAOGLU, 2012), assessment method (Huang, 2010), personalities (Chen & Hung, 2012), anxiety (Noormohamadi, 2009) and major (Rao & Liu, 2011) are also confirmed to be influential in the choice of strategies. All the research indicates a necessary for strategy study on the EFL learners in China.
...ohen, D. A.& Dornyei, Z. (2002), Focus on the Language Learner: Motivation, Styles and Strategies: An Introduction to Applied linguistics, Oxford University Press
Many factors affect second language learning. One of the most significant factors in the overall process of learning is a learner’s motivation and ambition to learn a particular language as well as his/her aptitude for learning it.
Second Language learning is necessitated by the different situations of different people. For instance, it can be for social or academic purposes. Learners are affected by many factors in the second language acquisition process such as level of cognitive development, socio-economic and cultural background, age, motivation or ability and intelligence (Gomleksiz, 2001; Wisniewski, 2007). This paper will however concentrate on how intelligence or aptitude and motivation affect the learning of a second language.
It is necessary to recognize the fundamental difference between Foreign Language Acquisition(FLA) and Second Language Acquisition (SLA) processes to investigate and provide a framework for Korean English learners as well as Korean teachers. Recognizing these differences allows us to approach Second Language Learners (SLLs) in a very specific and focused way. Briefly, with FLA implicit learning takes place, which happens unconsciously and relatively effortlessly. On the other hand, SLA involves explicit learning and substantial effort on behalf of the average learner. It, therefore, is implicitly different from the native-speaking context. Because of this fundamental difference between the two, it is necessary to examine each scenario carefully in order to establish the exact factors affecting each. There are huge differences between Korean and English because of that factor Korean student often struggle with acquiring English as a second language. The recognition of this is obviously important to teachers and language learners especially for Korean learners. Then, what kinds of teaching methods are effective for Korean learners?
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the