Language Learning Strategies
Foreign languages are so often spoken and learned that for many people they can be seen as a part of everyday life. How, however, it should be learned, acquired and taught is widely discussed. This paper orientates on one aspect of language learning and teaching processes:
What are language learning strategies and how can they contribute to a better learning?
First the term “strategy” is explained etymologically and from a general point of view.
In a second part the author gives a hypothesis of what he understands by it. Following important terms as operations, processes and strategies, and their relationship to each other are explained. A short discussion will consider whether learning strategies are to be placed into the neurophysiological or into the psychical system. Further, important features of strategies in language learning are analyzed. After considering different dimensions of strategies, Oxford’s model of learning strategies is presented. The question of consciousness respectively subconsciousness or unconsciousness is raised and problem-orientation as a basic feature of strategies is explored. The paper further suggests a discussion about strategies’ efficiency on an individual level.
Third, the author presents notions of how strategies can be taught / included in the teaching process. Different kinds of instruction methods will be offered and critically discussed. These include separate vs. integrated instruction and direct vs. embedded instruction. After pointing out empiric results concerning the success of strategy teaching, two practical proposals of strategy instruction will be given – one for a cognitive and the other one for an affective strategy.
Table of Contents
1. Introduction
2. Strategies in General
3. Strategies in Language Learning
3.1 Hypothesis about Learning Strategies
3.2 Approaches and Clarification of Terminology
3.3 Neurophysiological or Psychical System
3.4 Dimensions
3.5 Oxford’s Model of Systematizing Strategies
3.6 Consciousness
3.7 Problem-Orientation of Strategies
3.8 Choice and Efficiency of Strategies
4. Ways of Teaching Learning Strategies
4.1 Separate and Integrated Instruction
4.2 Direct and Embedded Instruction
4.3 Problems of Strategy Instruction
4.4 Proposal of Instructing a Cognitive Strategy
4.5 Affective Strategies
5. Conclusion
Objectives and Core Topics
The main objective of this paper is to define the concept of language learning strategies from both etymological and pedagogical perspectives and to examine how they can be effectively integrated into classroom teaching to enhance learning outcomes.
- The etymological and functional definition of "strategy" in military and general contexts.
- Theoretical models and categorizations of language learning strategies, including the work of Oxford, Wenden, and Cohen.
- The relationship between consciousness, mental processes, and strategic learning behavior.
- Methods for teaching learning strategies, comparing separate versus integrated instruction.
- The role of teacher behavior and affective factors in successful strategy implementation.
Excerpt from the Book
3.7 Problem-Orientation of Strategies
When people are affected by problems and face the (possible) consequences they try to find a solution to it. Often the problem represents a task that should be accomplished to achieve a certain goal (see also Oxford 11). Attaining the target might be difficult because resources as time and power are limited. In English class the perimeters could be set by the finite abilities of learning and using the language (see also Wenden 20). Two aspects that can become problematic are e.g. communication barriers or overriding the short-term memory. To master the communication or the processing of information various strategies can help to facilitate understanding and organize mental operations more efficiently.
Although, literature does not explicitly state that strategies are exclusively of a problem-orientated nature, this can be assumed. There are always factors outside the target language environment that can bring people into language learning or language using situations: obligation to go to school (school duty), social drive that triggers interest in taking a language course or even a coincidental meeting with a foreign tourist. When “forced” into the target language environment one is automatically confronted with tasks to accomplish or specific problems to solve. In order to be successful in the (learning) situation people will apply strategies.
Summary of Chapters
1. Introduction: This chapter outlines the scope of the paper, focusing on the role of language learning strategies and the author's intention to explore how they can be taught and applied.
2. Strategies in General: This section investigates the historical and etymological roots of the term "strategy," tracing its development from military contexts to a general concept for achieving goals through systematic action.
3. Strategies in Language Learning: This chapter reviews various linguistic definitions and categorizations of learning strategies, highlighting theoretical approaches by experts like Oxford and Cohen.
4. Ways of Teaching Learning Strategies: This part discusses pedagogical methods for strategy instruction, specifically comparing direct, indirect, separate, and integrated teaching approaches.
5. Conclusion: The paper summarizes the findings, noting the need for continued research and practical classroom experimentation to determine effective strategy combinations for diverse learners.
Keywords
Language learning, learning strategies, pedagogical instruction, cognitive processes, declarative knowledge, procedural knowledge, metacognitive strategies, affective strategies, student motivation, language acquisition, classroom methodology, problem-solving, educational efficiency, skill development, teacher-student interaction.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the definition and function of language learning strategies and examines how teachers can integrate these strategies into their lessons to help students learn more effectively.
What are the central themes discussed?
The central themes include the etymology of strategies, theoretical models of categorization, the cognitive and neurophysiological aspects of learning, and practical didactic approaches for strategy instruction.
What is the core research goal?
The goal is to analyze how strategies are defined in literature and how they can be taught and included in the classroom to improve language acquisition.
Which scientific methods does the author use?
The author employs a literature-based theoretical analysis, comparing different scholarly definitions and models to develop his own viewpoint on strategic learning and didactic applications.
What topics are covered in the main body?
The main body covers the definition of strategies, the systematization models (specifically Oxford’s), the role of consciousness in using strategies, and various instructional methods like direct and embedded teaching.
How would you characterize this work?
It is an introductory academic paper that blends theoretical linguistics with practical classroom didactics, aimed at future language teachers.
How does the paper differentiate between a process and a strategy?
The author, referencing Cohen and Grotjahn, suggests that while an operation is an obligatory or simple task, a strategy is a more complex, conscious, and goal-oriented action that can be selected to solve specific problems.
Why does the author argue that teaching strategies is not a waste of time?
The author argues that even if students possess latent skills, making them aware of their own learning strategies allows them to choose more effective options and improves their performance in challenging situations.
What is the role of the teacher regarding affective strategies?
The author emphasizes that teachers must be aware of their influence on the classroom atmosphere; by managing their own behavior and promoting a supportive environment, they can reduce student anxiety and increase motivation.
- Quote paper
- Andreas Koch (Author), 2005, What are Language Learning Strategies and How Can They Contribute To a Better Learning?, Munich, GRIN Verlag, https://www.grin.com/document/73523
