Language Learning Styles and Strats

8/10/2019 Language Learning Styles and Strats

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LANGUAGE LEARNINGSTYLES


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Learning style

the learners overall approach tolearning & the ways in whichinformation is received, processed,organized & stored


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preferences as comfort zones for some people - more than just

preferences learning style mismatches - the root

of many learning difficulties.

style flexing

important - match between the Lsstyle and the setting


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Perceptual(sensory) learningstyle

visual (observe/see)

written word (read/write)

listening: hear/say activity: do/exercise


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Cognitivelearning style

field dependence/independence

global/analytic

right/left-brain hemisphericity concrete/abstract

impulsive/reflective


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Psychological(personality)learning style

introversion/extraversion

sensing/intuition

thinking/feelingjudging/perceiving

tolerance/intolerance of ambiguity


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Why are learning styles importantto learn about?

allow to understand & organizelearning

flexibility (more ways to learncomfortably)

efficiency (less amount of timeneeded to learn)

effectiveness (learn more easily)


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TOLERANCE OF AMBIGUITY

I am bothered when I dont understand everything inthe FL.

I like to know specific rules for all aspects ofgrammar.

I am uncomfortable with just a vague understandingof conversations in which I am a participant.

Multiple or hidden meanings in the FL confuse me.

I avoid reading material in the FL that I dontunderstand.

I like my foreign language class to be structured sothat I know just what is going to happen next.

Starting to learn a new FL is scary.


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LEFT-BRAIN DOMINANCE

Intellectual Remembers names Responds to verbal instruction & explanations Experiments systematically & with control Makes objective judgments

Planned & structured Prefers established, certain info Analytical reader Reliance on language in thinking & remembering Prefers talking to writing Prefers multiple choice tests

Controls feelings Not good at interpreting body language Rarely uses metaphors Favours logical problem solving


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RIGHT-BRAIN DOMINANCE

Intuitive Remembers faces Responds to demonstrated, illustrated or symbolic instructions Experiments randomly & with less restraint Makes subjective judgments

Fluid & spontaneous Prefers elusive, uncertain info Synthesizing reader Reliance on images in thinking & remembering Prefers drawing & manipulating objects Prefers open-ended questions

More free with feelings good at interpreting body language Frequently uses metaphors Favours intuitive problem solving


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CHARACTERISTICS OFTHE GOOD LANGUAGE LEARNER

The GLL is a willing & accurate guesser. The GLL has a strong drive to

communicate, or to learn fromcommunication.

The GLL is often uninhibited. In addition to focusing on communication,

the GLL is prepared to attend to form. The GLL practises.

The GLL monitors his own speech & thespeech of others.

The GLL attends to meaning.


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LEARNER STRATEGIES


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Language learning strategies

Language use strategies


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Language learning strategies

specific thoughts & behaviours usedwith the explicit goal of improvinglearners knowledge & understandingof a target language

they help learners reach languagelearning goals & personalize the

language learning process


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Language use strategies

actions taken by learners to performtasks in the language classroom,communicate in the TL, & retrieveinfo about the language alreadystored in memory; they may or maynot have an impact on learning


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COGNITIVE STRATEGIES

- involve identification, retention, &storage of words, phrases, and otherelements of the TL

- deal directly with the manipulation ofTL structures


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METACOGNITIVE STRATEGIES

involve learners efforts to plan,organize, monitor, & evaluatelanguage learning activities

help learners to control the process


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SOCIAL STRATEGIES

the actions that learners choose totake in order to interact with otherlearners, a teacher, or with nativespeakers

reflect external efforts to learn the TL


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AFFECTIVE STRATEGIES

involve learner motivation, emotions,& attitudes

reflect internal efforts to regulate thelanguage learning process


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RETRIEVAL STRATEGIES

used for retrieving words, phrases, &other TL elements from memory, &for choosing appropriate languageforms


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REHEARSAL STRATEGIES

used for rehearsing TL structuresthrough repetition or practice


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COVER STRATEGIES

used to create the impression thatlearners have control over materialwhen they do not


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COMMUNICATION STRATEGIES

used to get a message across despitegaps in TL knowledge


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Researching language strategies

Questionnaires

Strategy Inventory for LanguageLearning - SILL (Oxford, 1990)


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STRATEGY INVENTORY FORLANGUAGE LEARNING (SILL)

1. Never or almost never true of me (=very rarely true of you)2. Usually not true of me (=true less than half the time)3. Somewhat true of me (=true about half the time)4. Usually true of me (=true of you about half the time)

5. Always or almost always true of me (=true of you almostalways)PART A1. I think of relationships between what I already know and new things

I learn in English.2. I use new English words in a sentence so I can remember them.3. I connect the sound of a new English word and an image or picture

of the word to help me remember the word.4. I remember a new English word by making a mental picture of a

situation in which the word might be used.


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PART B10. I say or write new English words several times.11. I try to talk to native English speakers.12. I practice the sounds of English.PART C

24. To understand unfamiliar words, I make guesses.25. When I cant think of a word during a conversation in

English, I use gestures.26. I make up new words if I do not know the right ones in

English.PART D30. I try to find as many ways as I can to use my English.31. I notice my English mistakes and use that information to

help me do better.32. I pay attention when someone is speaking English.


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PART E

39. I try to relax whenever I feel afraid of using English.

40. I encourage myself to speak English even when I amafraid of making a mistake.

41. I give myself a reward or treat when I do well inEnglish.

PART F

45. If I do not understand something in English, I ask theother person to slow down or say it again.

46. I ask English speakers to correct me when I talk.47. I practice English with other students.


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The projection method


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Childrens language learningstrategies (Tomislav, 8 years)

I: ta bi rekao Dalmatineru da radi da zapamti da se jabukakae apple?

T: Mora nauiti itati i pisati, onda bi tek kako se naengleskom

I: A zamisli da je on premalen da ui pisati, ta bi muonda rekao da radi?

T: Ui izgovarati I: A ta bi mu rekao da radi da bi nauio izgovarati

rijei? T: Recimo, jabuka applese, se kae applei onda on bi

morao mi govoriti kako se izgovara.

I: A ta bi mu rekao da radi kod kue, kad je sam? T: Neka se malo igra, a kad bi ja doo onda bi uio. I: A kad bi on sam htio uiti, ta bi mu rekao da radi? T: Rekao bi mu da se najede i da sve obavi i da se onda

ide uiti.


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I: A kako bi mu rekao da ui? T: Ja bi mu rekao da mora nauiti itati i izgovarati

napamet.

I: A ta bi ti radio da bi zapamtio nove rijei?

T: Po dva sata sam pisao i itao. I: Jesi li jo neta radio? T: Mama me ispitivala kako se ta kae. I: Jesi li jo neto radio? T: Malo sam uio sam pisati kak se izgovara, recimo

narana orin, pa sam to uio pisati u biljenicutako da zapamtim izgovorit.


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I: A ta bi mu rekao da radi da zapamti da je zmajkite?

T: Bi mu da mora pisati kite, kite, kitei onda bizapamtio.

I: Sljedea rije koju treba zapamtiti je uta boja yellow. ta bi mu rekao da radi da zapamti tu rije?

T: Rekao bi mu da hm da pogleda gore u Suncei da onda napie kakve je boje Sunce i i svata tako,cvijee, nekakva stvar

I: ta bi mu rekao da radi da zapamti kako se kaeormar na engleskom?

T. Po engleskim po engleskom bi mu rekao, ondaak mu ne bi bilo jasno, onda bi mu po hrvatskom ionda bi mu zapisal i onda nek kak sam ja nekprepisiva i da naui, da se malo odmori i da naui.


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Think-aloud protocol


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Znai, star sam dvadeset godina, OK,roen sam u Francuskoj, ali je, obitelj se

preselila u Englesku kad sam bio Erm

OK, u ovom sluaju, u ovom sluaju, sobzirom da se radi kad sam bio, znai dase jo radi o nekakvoj prolosti, erm, u tomsluaju u upotrijebiti oblik had moved,

dakle to je neki, to je u principu pasiv,preselila se, ali u prolost, preseljena je.Tako bi se moglo prevesti.


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Strategies-based instruction

Documents

Language Learning Styles and Strats