Language Learning Strategies&

Graphic Organizers

Dr. Latricia Trites

Academic Advisor

Fulbright Yilan Project 2008-2009

Language Learning Strategies

• As you arrive, please read the article by Pat Beckman that is in the front of your handout.

• Make a list of the things that you did to help you learn a second or foreign language.

What do good language learners do?

Rubin & Thompson (in Brown, 2007, pp. 259-260) provide a list of good language learner characteristics:

1. Take charge of their learning.2. Organize information about language.3. Experiment with the language’s grammar and words.4. Create opportunities to practice using the language.5. Learn to live with not understanding every word.6. Use mnemonics and other memory strategies.7. Make errors work for them.8. Use linguistic knowledge (even from the L1) to work for them.9. Use context clues.10. Make intelligent guesses.11. Learn formulaic language chunks.12. Learn tricks to keep conversations going.13. Learn production strategies to fill gaps in conversations.14. Learn to vary their language.

Types of Learning Strategies

Rebecca Oxford (1990) lists six major types of learning strategies:

1. Cognitive Strategies2. Metacognitive Strategies3. Memory-related Strategies4. Compensatory Strategies5. Affective Strategies6. Social Strategies

Cognitive Strategies

“enable the learner to manipulate the language material in direct ways,…” (Oxford, in Celce-Murcia, M. (2001), p. 363).

• Note taking

• Summarizing

• Outlining

Metacognitive Strategies

“identifying one’s own learning style preference and needs,…” (Oxford, in Celce-Murcia, M. (2001), p. 364).

• Gathering and organizing material

• Arranging study space and schedule

• Monitoring mistakes

• Evaluating task success

Memory-related Strategies

“helps learners link one L2 item or concept with another,…” (Oxford, in Celce-Murcia, M., (2001)., p. 364).

• Rhyming

• Mental images

• Linking words with pictures

• TPR

• Flashcards

• Mneumonic devices

Compensatory Strategies

Compensating when the learner doesn’t know a word or expression in language use.

• Guessing meaning from context

• Circumlocution

• Gestures

• Pausing

• Avoidance

Affective Strategies

Strategies a learner uses to lower anxiety during language performance.

• Identifying mood

• Talking about feelings

• Rewarding good performance

• Positive self-talk

• Deep breathing

Social Strategies

Strategies that help the learner adapt to and understand the target culture.

• Asking questions to get clarification

• Asking for help when performing a task

• Talking with a NS conversation partner

• Exploring cultural and social norms

Things that Affect Learning Strategies

• Age

• Motivation

• Learning Style

• Gender

• Culture

Video

• Watch Video, looking for the following:– Any strategies that were listed in the readings.– Language specific strategies that the students used.– Affective factors that the teacher planned for or

used.

• Discuss with a partner the following:– How would you categorize the strategies that you

listed at the beginning of the workshop? – Are you aware of any strategies that your students

use in your class? Which are used most frequently?•Opp-Beckman, L., & Klinghammer, S. (2006). Module 7: Learning strategies. In Shaping the way we teach English: Successful practices around the world. Washington, DC: Bureau of Educational and Cultural Affairs.

Implications for the Classroom

• No one strategy works for every student.

• Strategies must be taught directly to many students.

• Strategies must be tuned to students’ learning styles and learning needs.

What Are Graphic Organizers?

Communication tools that express ideas and represent connections or relationships between these ideas or concepts.

Often called concept maps, mind maps, advanced organizers, etc.

Why Should We Use Them?

• They encourage students to think about the information presented in a different way.

• They help students identify main concepts and supporting details.

• They remove linguistic load of texts.

• They help students become more strategic learners.

When Should We Use Them?

• Use before instruction to prime students’ background knowledge of information to be presented.

• Use during instruction to isolate critical information.

• Use after instruction to construct students’ understanding of information, represent relationships among concepts, and encourage elaboration.

Which Graphic Organizer Should Be Used?

• Choose a graphic organizer that best represents the relationship among the information presented.

http://www.graphicorganizers.com/resources.html– Hierarchical– Linear– Cause/Effect– Sequential

Examples of Common Graphic Organizers

www.cast.org/publications/ncac/ncac_go.html#typeswww.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htmhttp://olc.spsd.sk.ca/DE/PD/instr/strats/graphicorganizers/index.htmlhttp://www.edhelper.com/teachers/graphic_organizers.htmhttp://www.enchantedlearning.com/graphicorganizers/http://www.makeworksheets.com/samples/graphicorg/index.html

Subject Related Graphic Organizers

• Textual Organizers– www.englishcompanion.com/Tools/notemakin

g.html

• Math Organizers– www.sw-georgia.resa.k12.ga.us/Math.html

• Science Organizers– www.graphicorganizers.com/sciencenew.htm

Essential Issues about Graphic Organizers

• No ONE organizer suits all learners• Learning curve for using organizers can be

large.• Students must be explicitly taught how to

use organizers effectively.• Graphic organizers allow you to teach

more than just content – processing skills, patterns of information, analytical & critical thinking skills, etc.

Who Should Create Them?

• Both Teachers & Students– Teachers design them first, use with content– Teachers & students co-construct graphic

organizers.– Groups of students construct graphic

organizers.– Individual students construct graphic

organizers.

(www.GraphicOrganizers.com)

Additional ResourcesAmin, A.B.M. (2004). Using graphic organizers. Paper presented at the

ITE Teachers’ Conference 2004. Institute of Technical Education, Singapore. Retrieved, March 1, 2008 from http://edt.ite.edu.sg/ite_conf/edu_tech/tc04et02.pdf

Ellis, E. (2004). Q&A: What’s the big deal with graphic organizers? Retrieved, March 1, 2008 from http://www.GraphicOrganizers.com

“Graphic organizers.” Retrieved, March 1, 2008 from http://eduscapes.com/tap/topic73.htm.

“CAST: Graphic organizers.” Retrieved, March 1, 2008 from http://www.cast.org/publications/ncac/ncac_go.html

“Guidelines for designing graphic organizers.” Retrieved, March 1, 2008 from www.wm.edu/ttac/articles/learning/graphic.html

“Lesson: Using graphic organizers for sensemaking” Retrieved, March 1, 2008 from http://www.kn.pacbell.com/wired/21stcent/lgraph.html

“What is mind mapping?” Retrieved, March 1, 2008 from http://www.bestpricecomputers.co.uk/glossary/mind-mindmapping-software.htm

References

Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains, NY: Pearson Longman.

Opp-Beckman, L., & Klinghammer, S. (2006). Module 7: Learning strategies. In Shaping the way we teach English: Successful practices around the world. Washington, DC: Bureau of Educational and Cultural Affairs.

Oxford, R. (2001). Language learning styles and strategies. In. M. Celce-Murcia, Ed. Teaching English as a second or foreign language (3rd ed.). USA: Heinle & Heinle.