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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Strategies in General
- Strategies in Language Learning
- Hypothesis about Learning Strategies
- Approaches and Clarification of Terminology
- Neurophysiological or Psychical System
- Dimensions
- Oxford's Model of Systematizing Strategies
- Consciousness
- Problem-Orientation of Strategies
- Choice and Efficiency of Strategies
- Ways of Teaching Learning Strategies
- Separate and Integrated Instruction
- Direct and Embedded Instruction
- Problems of Strategy Instruction
- Proposal of Instructing a Cognitive Strategy
- Affective Strategies
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to explore the concept of language learning strategies and their potential contribution to successful language acquisition. The author examines the etymology and general definition of "strategy" before focusing on its application in language learning. The paper investigates various aspects of language learning strategies, including their characteristics, dimensions, and teaching methods.
- Definition and etymology of "strategy"
- Key features of language learning strategies
- Different approaches to teaching language learning strategies
- Impact of strategies on language acquisition
- The role of consciousness and problem-orientation in strategy use
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the topic of language learning strategies and their relevance to successful language acquisition. It outlines the scope and structure of the paper.
- Strategies in General: This chapter explores the etymology and general definition of "strategy," highlighting its historical and contemporary significance. It emphasizes the role of strategic planning in various fields, including the military, business, and academic settings.
Schlüsselwörter (Keywords)
The core keywords and focus topics of this text are: language learning strategies, language acquisition, strategy definition, strategy types, teaching language learning strategies, consciousness, problem-orientation, and efficiency.
- Citation du texte
- Andreas Koch (Auteur), 2005, What are Language Learning Strategies and How Can They Contribute To a Better Learning?, Munich, GRIN Verlag, https://www.grin.com/document/73523
