Introduction

Goal setting

Think-pair-share
Individually, answer these
questions:
 1) Why did you decide to take this course?
 2) What are your specific goals for the
course?
 3) How do you think this course will affect
your teaching? Your learners?
 In pairs, discuss the answers to your
questions.
 Summarize your answers for the rest of the
class.
Language Learning Styles and
Strategies
 Content
Theoretical part:
 learning styles and strategies in the theories and
models of second language acquisition;
 learning styles: sensory preferences;
 relationship of learning styles and strategies;
 from the “Good Language Learner” to an
autonomous learner;
 classifications of learning strategies;
 factors affecting strategy use;
 effect of learning strategies on the development of
linguistic competence.
 Content
Practical part:
 possibilities of identifying learning styles and
language learning strategies;
 possibilities and significance of language
learning strategy training;
 selection, adaptation and design of tasks
and activities taking into account the
differences in learning styles and strategies.
 Aims:
 provide a synthesis of learning styles and
language learning strategies;
 raise the awareness of differences among
learners with regard to styles and strategies;
 raise the awareness of the role of learning
styles and strategies in FLL;
 give an overview of possibilities and aims of
strategy instruction;
 Aims (cont.):
 develop the ability to select, adapt and
design activities and tasks taking into
account the differences in learning styles
and strategies;
 raise the awareness of a learner as an
individual;
 raise the awareness of the role of learning
strategies in the development of an
autonomous learner.
 Learning outcomes
 define various learning styles and language
learning strategies
 classify learning styles and strategies
according to set criteria
 analyse factors that influence learning styles
and strategies
 evaluate the role of learning styles and
strategies in the development of linguistic
competence
 Learning outcomes (cont.)
 describe ways of identifying learners’ styles
and strategies
 select adequate teaching methods and
activities with regard to learners’ styles and
strategies
 select strategy teaching methods
 Literature
 Oxford, Rebecca (1996) Language Learning Strategies:
What Every Teacher Should Know. Boston, MA: Heinle &
Heinle Publishers.
 Oxford, Rebecca (2001) Language Learning Styles and
Strategies. In Celce-Murcia, Marianne (ed.) Teaching
English as a Second or Foreign Language. Heinle &
Heinle, 359-366.
 Reid, J. (1995) Learning Styles in the ESL/EFL Classroom.
Boston, MA: Heinle&Heinle.
 Wenden, A. & J. Rubin (Eds.) (1987) Learner Strategies in
Language Learning. New York: Prentice Hall.
 Additional literature
 Campbell, Colin & Hanna Krystewska (2001) Learner-Based Teaching. OUP
 Cohen, Andrew (1998) Strategies in Learning and Using a Second Language.
New York: Addison Wesley Longman.
 Dickinson, Leslie (1996) Learner Autonomy 2. Learner Training for Language
Learning. CILT
 Ellis, G. & B. Sinclair (1989) Learning to Learn English: A Course in Learner
Training Cambridge: Cambridge University Press
 McDonough, Steven (1995) Strategy and Skill in Learning a Foreign Language.
 Naiman, N. et al. (1978) The Good Language Learner. Research in Eduation
Series 7. Toronto: Ontario Institute for Studies in Education Press.
 O’Malley, J. Michael & Anna Uhl Chamot (1996) Learning Strategies in Second
Language Acquisition. Cambridge Applied Linguistics.
 Scharle, Agota & Anita Szabo (2000) Learner Autonomy: A guide to developing
learner responsibility. Cambridge Handbooks for Language Teachers.
 Wenden, Anita (1991) Learner Strategies for Learner Autonomy. New York:
Prentice Hall.
 articles (System, TESOL Quarterly, Applied Linguistics, Studies in Second
Language Acquisition).
 Assessment
 attendance and participation
 assignments (activity analysis, adaptation
and design)
 portfolio
 Homework assignment #1
 Your task is to write down everything connected to
language learning every day for a week. (including
the weekend). Write your observations, thoughts,
comments in your LANGUAGE LEARNING
DIARY. Write down the date.
 The following questions may help you:
 What have I learnt at the university today
connected to the English language?
 How did I like it?
 How did I learn?
 Where did I learn?
 Homework assignment #1
 Have I been exposed to English outside the university?
 In what way?
 What did I do?
 Have I learnt anything?
 How did I learn?
 What other activites connected to English have I done?

 you may write down anything you want about English, i.e.
learning English
 you may take notes WHILE you are doing an activity in
English
 there are no limitations: write down anything you like.