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PDF | This article provides an overview of language learning strategies (LLS) for second and foreign language (L2/FL) teachers. To do so it outlines the... | Find, read and cite all the...
- Introduction
- What Are The Characteristics of Lls?
- Why Are LLS Important For L2/FL Learning and Teaching?
- What Kinds of LLS Are there?
- Step 1: Study Your Teaching Context
- Step 2: Focus on LLS in Your Teaching
- Step 3: Reflect and Encourage Learner Reflection
- An Example of LLS Training
- Important Reflections
- Questions For LLS Research
This article provides an overview of key issues concerning one consequence of the above shift: the focus on and use of language learning strategies (LLS) in second and foreign language (L2/FL) learning and teaching. In doing so, the first section outlines some background on LLS and summarises key points from the LLS literature. The second section c...
Reading the LLS literature, it is clear that a number of further aspects of LLS are less uniformly accepted. When discussing LLS, Oxford (1990a) and others such as Wenden and Rubin (1987) note a desire for control and autonomy of learning on the part of the learner through LLS. Cohen (1990) insists that only conscious strategies are LLS, and that t...
In addition to developing students' communicative competence, LLS are important because research suggests that training students to use LLS can help them become better language learners. Early research on 'good language learners' by Naiman, Frohlich, Stern, and Todesco (1978, 1996), Rubin (1975), and Stern (1975) suggested a number of positive stra...
A more detailed overview of these six main types of LLS is found in Oxford (1990a, pp. 18-21), where they are further divided into 19 strategy groups and 62 subsets. Here, by way of example, we will briefly consider the social LLS that Oxford lists under indirect strategies. Three types of social LLS are noted in Oxford (1990a): asking questions, c...
Beyond the students, however, one's teaching materials are also important in considering LLS and LLS training. Textbooks, for example, should be analysed to see whether they already include LLS or LLS training. Scarcella and Oxford's (1992) Tapestry textbook series, for example, incorporates "learning strategy" boxes which highlight LLS and encoura...
If you tend to be teacher-centred in your approach to teaching, you might use a specific number of tasks appropriate for your context from the collection by Gardner and Miller (1996) in order to provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class acti...
In addition to the teacher's own reflections, it is essential to encourage learner reflection, both during and after the LLS training in the class or course. In an interesting action research study involving "guided reflection" Nunan (1996) did this by asking his students to keep a journal in which they completed the following sentences: This week ...
In order to encourage learner reflection, later in the course I used a questionnaire asking students about their vocabulary learning and VLS in and outside of class, and the following week gave them a generic but individualised vocabulary knowledge test where students provided the meaning, part of speech, and an example sentence for up to 10 words ...
The second reflection pertains to the integration of LLS into both language learning/teaching theory and curriculum. The focus of this article is largely practical, noting why LLS are useful and how they can or might be included in regular L2/FL classes. These things are important. However, in reflecting on these issues and attempting to implement ...
A pressing need for further research involves developing a comprehensive theory of LLS that is also relevant to language teaching practice. Moving beyond taxonomies of LLS, various types of studies into LLS use and training must consider a wide range of questions, such as: What types of LLS appear to work best with what learners in which contexts? ...
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Aug 22, 2014 · PDF | This paper provides an overview of key issues concerning one consequence of the above shift: the focus on and use of language learning strategies... | Find, read and cite all the...
Language learning strategies. Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in ...
2017. Abstract This research was conducted to: (1) identify the frequently language learning strategies used by English department students in UNM, (2) identify proficiency level of English department… Expand. 1. Highly Influenced. PDF. 5 Excerpts.
Sep 16, 2019 · L2 learning strategies are complex, dynamic thoughts and actions, selected and used by learners with some degree of consciousness in specific contexts in order to regulate multiple aspects of themselves (such as cognitive, emotional, and social) for the purpose of (a) accomplishing language tasks; (b) improving language performance or use; and ...
Apr 13, 2019 · This chapter focuses on second and foreign language (L2) learning strategy research and its applications, reflecting on the past, describing its current state, and determining the implications for future studies.
