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Introduction
Classification of language learning strategies
Good language learner strategies
Metacognitive beliefs and strategy
Strategy training
Conclusion
References
Introduction
An alternative taxonomy has been offered by OMalley and Chamot (1990), who
emphasize "the interaction of teacher and student and place emphasis on
scaffolding and the development of metacognitive strategies, under the rubric of
CALLA (cognitive academic language learning approach)" ( p. 35).
Brown (2000) states that the strategies provided by O'Malley and Chamot are
typically divided into three main categories: Metacognative, cognitive, and
socioaffective strategies. Metacognative is a term used in information-processing
theory, to indicate an executive function, and strategies that involve planning for
learning, thinking about learning as it is taking place, monitoring of one's production
or comprehension, and evaluating learning after an activity is completed. Cognitive
strategies are more limited to specific learning tasks and involve more direct
manipulation of the learning material itself. Socioaffective strategies have to do
with social-mediating activity and interacting with others.
According to Cook (2001), people who are realized as good language learners
might tackle learning in different ways from those who seem to be less good or
they might behave in the same way but more efficiently. Krashen (1988), predicts
that a ``good language learner, is an acquirer, who is able to obtain sufficient intake
in second language and has a low affective filter. As he claims the good language
learner may or may not be a conscious learner`` (p.37). He states that there seem
to be three sorts of bad language learners. The very worst type of a language
learner has neither acquisition nor learning going for him. This might be the result
of attitudinal factors i.e., lack of interest in the target language, high anxiety, etc.
or may due to low aptitude or interest in grammar. Two other varieties of bad
language learners are underusers of the Monitor and overusers of that. In a study
on good language learners, Naiman, Flohlich, Stern, and Todesco (1978) found
that good learners were the ones who constantly improve their language
knowledge, actively involved in learning process, and were aware of language as
not only a system of rules but also a means of communication.
Rubin (1975) in his significant article on "good language learner" observed the
strategies used by good language learners, and provided them in a list, that is
briefly mentioned below:
Metacognition is what learners know about learning, and the techniques which can
lead them to an efficient learning, and an insight to factors that can help or
endanger learning process. According to Wenden (1991), Metacognitive belief can
be put into three categories: person knowledge, task knowledge, and strategy
knowledge (p 34):
Informed: The purpose and importance of training the strategies must be clear for
the learners.
Self-regulation: students should be thought how to regulate their own strategy use,
and know how difficult it is to apply the strategy and how helpful it is.
Contextualization: Strategies should be contextualized in the task, skill, or the
content of the lesson.
Diagnosis: The content of the training should be based on the proficiency of the
learners. Therefore, when a strategy training session is going to start, information
must be picked on which strategies students use and how well they use them.
Conclusion
References
Brown, H.D. (2000). Principles of language learning and teaching (4th ed.). New
York: Longman.
Cook, V. (2001). Second language learning and language teaching. (3rd ed.).
London: Arnold Publishers.
Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language
learner. Toronto: Ontario Institute for Studies in Education. Reprinted 1996 by
Multilingual Matters, Clevedon, UK.
Wenden, A. (1991). Learner strategy for learner autonomy. London: Prentice- Hall.
Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. New
Jersey: Prentice Hall.