A JOURNAL OF ENGLISH LEARNING STRATEGIES

WAHYU ASIKIN 20126012031

GRADUATE SCHOOL OF PGRI UNIVERSITY 2012-2013 Language Learning Strategies

Introduction The journal that I wrote focusing on language learning strategies. Many researchers and specialists have defined learning strategies in various ways; several definitions of this strategy are introduced first. Then, after introducing the concepts of learning strategy, I will address relevant studies and classification of this field by Rebecca Oxford. Chapter 1: Looking at Language Learning Strategies Why Learning Strategies Are Important? People do not understand everything when they are born, but have to learn everything so that they are able to understand. Take learning English for example; not everyone can understand it, but some non-native speakers can use the language very well. This is not only the case with English, but also other subjects. Therefore, during the learning process, one might find that some people can learn every subject or several subjects very quickly and well. On the other hand, some people have problems learning. Therefore, many researches try to find how learners go about learning something, what makes learners successful at learning something, and why some people are more effective at learning than others. However, what exactly is meant by the term learning strategy? Learning strategies are the various operations that learners use in order to make sense of their learning. Moreover, learning strategies indicate that when students are involved in a learning task, they have several resources which they use in different ways to finish or solve the task, so this can be termed process of learning strategy. Furthermore, Oxford (1990) defines learning strategies as specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation. They do not only aid language learning, but also the learning of other subjects such as maths, chemistry, etc. In other words, when learners start to learn something, they have the ability to respond to the particular learning situation and to manage their learning in an appropriate way. Thus, learning strategy is like footballers who use tactics in order to win a game, when they are in the stadium. Learners use learning strategies in order to learn something more successfully. One well-known example is the mnemonic or memory device used to help storytellers remember their lines. Throughout history, the best language students have used strategies, ranging from naturalistic language practice techniques to analytic, rule based strategies.

A Word about Terminology

The following are some important terms: learning and acquisition, process orientation, four language skills, second language and foreign language, communication, communicative competence, and learning strategies Learning and Acquisition The term learning strategies issued in this book to refer to strategies which enhance any part of the learning-acquisition continuum. Process Orientation The process orientation forces us to consider not just the language learning process itself but also the input into this process. The general term input might include a variety of student and teacher characteristics, such as intelligence, sex, personality, general learning or teaching style, previous experience, motivation, attitudes, and so on. Input might also include many societal and institutional factors, such as unspoken and often inaccurate generalizations about particular students or about whole groups (e.g., simplistic expectations like "Girls must learn to be goodwives and mothers, while boys must go out and conquer the world with their achievements," or overly stereotypical attitudes like "All Asian students are 'grinds' who study all the time"). Four Language Skills Gaining a new language necessarily involves developing four modalities in varying degrees and combinations: listening, reading, speaking, and writing. Among language teachers, these modalities are known as the four language skills, or just the four skills. Culture and grammar are sometimes called skills, too, but they are somewhat different from the Big Four; both of these intersect and overlap with listening, reading, speaking, and writing in particular ways. The term skill simply means ability, expertness, or proficiency. Skills are gained incrementally during the language development process Second Language and Foreign Language The difference between learning a second language and learning a foreign language is usually viewed in terms of where the language is learned and what social and communicative functions the language serves there. A second language has social and communicative functions within the community where it is learned. For example, in multilingual countries like Belgium or Canada, people need more than one language for social, economic, and professional reasons. Refugeesor immigrants usually have to learn a second language in order to survive in their adopted country. In contrast, a foreign language does not have immediate social and communicative functions within the community where it is learned; it is employed mostly to communicate elsewhere. For instance, one might learn Russian in the USA, English inFrance, or German in Australia [6].This book

accepts that the differences between second language contexts and foreign language contexts are real, and that these differences occasionally have implications for language learning strategies. Communication, Communicative Competence, and Related Concepts The word communication comes from a Latin word for" commonness," including the prefix com- which suggests togetherness, joining, cooperation, and mutuality. Therefore, communication is definable as "a mutual exchange between two or more individuals which enhances cooperation and establishes commonality". Communication is also seen as dynamic, not static, and as depending on the negotiation of meaning between two or more persons who share some knowledge of the language being used. Communicative competence is, of course, competence or ability to communicate. One very useful model provides a comprehensive, four-part definition of communicative competence: 1. Grammatical competence or accuracy is the degree to which the language user has mastered the linguistic code, including vocabulary, grammar, pronunciation, spelling, and word formation. 2. Sociolinguistic competence is the extent to which utterances can be used or understood appropriately in various social contexts. It includes knowledge of speech acts such as persuading, apologizing, and describing. 3. Discourse competence is the ability to combine ideas to achieve cohesion in form and coherence in thought, above the level of the single sentence 4. Strategic competence is the ability to use strategies like gestures or "talking around" an unknown word in order to overcome limitations in language knowledge. Therefore, when language learners encounter language learning tasks such as reading or writing, they can apply the several different strategies to complete the tasks. Language learners will be successful in the tasks due to use of an appropriate language learning strategy. Oxford claims that language learning strategies have the following features. 1. Contribute to the main goal, communicative competence. Communicative competence is competence or ability to communicate. It concerns both spoken or written language and all four language skills. By using language learning strategies the learner can participate actively in interaction among others using meaningful, contextualized language. 2. Allow learners to become more self-directed.

Language learning strategies make the learners have self direction. They do not just rely on the teacher. They have their own responsibility for their own learning. 3. Expand the role of teachers. The function of the teacher is not only a teacher but he or she can be as a facilitator, helper, guider, etc. The students study by themselves. They should be active because they are subject not an object. 4. Are problem oriented Language learning strategies can be as a tool used to solve problem, to accomplish the task, and to attain the goal. 5. Are specific Actions taken by the learner Language learning strategies are specific actions or behaviors accomplished by students to enhance their learning. 6. Involve many aspects of the learner, not just the cognitive There are so many aspects of learners should involve in language learning strategies. Such as metacognitive functions, emotional, social and others. 7. Support learning both directly and indirectly We have to use direct and indirect strategies in learning because they are equally important and serve to support each other in many ways. 8. Are not always observable Language learning strategies are hard or difficult to be observed. 9. Are often conscious Learning strategies reflect conscious efforts of the students to take control of their learning. 10. Can be taught Language learning strategies can be taught and modified. It can be done through strategies training, which is an essential part of language education. 11. Are flexible Language learning strategies are not always found in predictable sequences or in precise patterns. There is a great deal of individuality in the way learners choose, combine, and sequence strategies. 12. Are influenced by a variety of factors

Many factors affect the choice of strategies: degree of awareness, stage of learning, task requirements, teacher expectations, age, sex, nationality/ethnicity, general learning style, personality traits, motivation level, and purpose for learning the language. In short, language learning strategies are applied by language learners as a means to acquire and to use information that learners have acquired, stored or recalled, and can also promote autonomous learning. Oxford's Classification of Language Learning Strategies Oxford sees the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main classes, direct and indirect, which are further subdivided into 6 groups. In Oxford's system, metacognitive strategies help learners to regulate their learning. Affective strategies are concerned with the learner's emotional requirements such as confidence, while social strategies lead to increased interaction with the target language. Cognitive strategies are the mental strategies learners use to make sense of their learning, memory strategies are those used for storage of information, and compensation strategies help learners to overcome knowledge gaps to continue the communication. Oxford's taxonomy of language learning strategies is shown in the following : DIRECT STRATEGIES I. Memory a. Creating mental linkages b. Applying images and sounds c. Reviewing well d. Employing action II.Cognitive a. Practising b. Receiving and sending messages strategies c. Analysing and reasoning d. Creating structure for input and output

III. Compensation strategies

a. Guessing intelligently b. Overcoming limitations in speaking and writing INDIRECT STRATEGIES I. Metacognitive Strategies a. Centering your learning b. Arranging and planning your learning c. Evaluating your learning II. Affective Strategies a. Lowering your anxiety b. Encouraging yourself c. Taking your emotional temperature III. Social Strategies a. Asking questions b. Cooperating with others c. Emphathising with others It can be seen that much of the recent work in this area has been underpinned by a broad concept of language learning strategies that goes beyond cognitive processes to include social and communicative strategies. Language Learning Strategy Assessment and Training We have known about how to apply language learning strategies to the four language skills, In this section well tell about how to apply language learning strategies in action. In order to your training will be successes you have to identifying and diagnosing the students strategies after that you can conducting the training. Strategy Assessment Some of the most strategy assessment techniques include observations, interviews, think-aloud procedures, note taking, diaries or journals, and self report survey. Observation Because many language learning can not be observed by the teacher, as a teacher we should choose a good scale from several that have been published and have ready available, or devise our own observation form by

making a list of the strategies you think are important and which we wish to observe. On this observation form you can record the strategies in several ways: By taking impressionistic or structured notes. By checking off the strategies you see in certain period of time, such as during one class period. By combining this two approaches.

Based on the focus of our observation you can observe the strategies used by the whole group of students, one small group students, or one student, including with the students interaction with each other. Interview and Think-Aloud Procedures It is a form of techniques that totally unstructured interview, this techniques are difficult to use because they require we to create all your categories for analyzing and interpreting after the interview. A model for interview Cohen-Hosenfeld interview model. This model help us to gather data on unobservable mental process. This model divided into three dimensions of activities, time and content Activity In this activity we lets students to thoughts flow verbally in a stream-ofconsciousness fashion without trying to control direct, or observe them. In this way the subject consciously watches and analyzes his or her own thoughts to some degree. Time Think-aloud data must reflect the present time(within a few seconds of the thought) Content The thoughts focused on a topic, such as a particular language learning task. A guide for Think Aloud Interview Carol Hosenfeld has created an interviewer guide, this guide used for preliminary diagnosis of strategies before training.

First we ask the students to perform the language task and to think aloud, and describing what he or she doing to accomplish the task. And than we record their activities. Interview Involving Self-Observation Michael OMalley, Anna Uhl Chamot, and their colleagues developed a useful students interview guide. In this way, we ask the students to think about what they generally do when faced with familiar language tasks, such as pronunciation, oral grammar exercises, vocabulary learning following directions communicating in social situation and two levels of listening comprehension in class(Getting the main idea and making references) by this way, we just want to know about how they typically do the task. Semi Structure Interview In this way we give a list of Broad questions outlining to the students, and they are to complete a grid of daily activities on indicate which they are settings(e.g tv watching and social conversations) Think Aloud Procedures Used Without Interviewing With this procedure, we must develop a way to categorize or make sense of the data. We can develop the scheme before the think aloud data analyzed or afterward, using the think aloud we have collected as the basis for defining categories. NOTE TAKING There are three types of note taking techniques for strategy assessment: First, A group of students is asked to note down their learning difficulties when performing a language task and to use these notes in an interview. Second, use of the note taking involves a daily grid and occurs prior to the semi structured interview , already mentioned. Third, ask the students to take notes on a grid, describing the strategies they employ; than they rate those strategies in terms frequencies of use, enjoyment, usefulness, and efficiency. Diaries or Journal It is a form of self report which allow learner to report their thought, feelings, achievements, and problems as well as their impressions of teachers, fellow students and native speakers. This strategies is useful to help the learners aware of their whole range of strategies. We can ask our students to use their diaries to focus

specially on language learning strategies in some cases, learner need some suggestions on how to report their strategy use and may need to take notes so as not to forget which strategies they used. Self Report Surveys Less Structured Surveys Less structured survey or subjective surveys content the open-ended questions designed to get the learners to describe his or her language learning strategies freely and openly in writing. The advantages of this technique is we can know about what are the students want, and get a lot of interesting information. We ask the students what kinds of strategies they generally use for certain learning task and ask them to reflect on their strategies in writing after completing a learning task. More Structure Surveys More structure survey or objective surveys, usually ask multiple-choice questions which can be objectively scored and analyzed. This surveys use standardized categories for all respondents, such surveys make it easier to summarize result for a group and objectively diagnose problems of individual students. For Example The Strategy Inventory for Language Learning (SILL) is a structured survey based on the strategy system. In various versions, the SILL has been used in many parts of the world with learners of many different languages, including Chinese, English, French, German, Italian, Japanese, Korean, Russian, Spanish, Thai, and Turkish. How To Choose a Technique for Checking Your Students Strategies To know what is the appropriate technique to checking our students learning strategies. We must think about the reason, why we want to discover our students strategies, consider the kind of information we want to obtain, the amount of time we and our students have to devote to strategy assessment, the amount of detail we need, and the relative ease or difficulty of administration and analysis How To Use Strategy Assessment Results We want to assess our students learning strategies because by assess our students we can provide training on how to improve the students learning strategies. In this case interpretive feedback can be woven into the training itself, or it can be presented separately, depending on how you structure our training. We divide our students into small groups by ethnic/national/cultural background to discuss their strategy assessment results.

STRATEGY TRAINING

Training of language learning strategies or strategy training, learner training, learning-to-learn training, learner methodology training and methodological initiation for learners The Scope of Strategy Training The best strategy training have to deals with feelings and beliefs about taking on more responsibility and about the role change implied by the use of learning strategies. In addition, strategy training can cover more general aspects of language learning, such as the kinds of language functions used inside and outside the classroom, significance of group work and individual efforts in language learning, trade-offs between accuracy and fluency, fear of mistakes, learning versus acquisition, and ways in which language learning differs from learning other subject. The Need For Strategy Training Strategy training is especially necessary in the area of second and foreign languages. Language learning requires active self-direction on the part of learners; they cannot be spoon-fed if they desire and expect to reach an acceptable level of communicative competence. The general goals of such training are to help make language learning more meaningful, to encourage a collaborative spirit between learner and teacher, to learn about options for language learning; and to learn and practice strategies that facilitate self-reliance. How to Prepare Yourself to Conduct Strategy Training Two important thing as our prepare in conducting strategy training are, our knowledge of language learning strategies and our attitudes about role changes. Expanded Knowledge of Language earning strategies. To expand our knowledge about language learning strategies we must review of the part of this book, read other books and articles on the topic; see the reference list in this book for abundant suggestions. Fine or create in-service training activities that stress language learning strategies. Reconsider Your Attitudes About Roles The role is usually change while the teaching and learning process in the class room. We are probably open-minded and may have already experimented with classroom activities allowing us to be more facilitator than a director. Talk with our friends/ other teachers particularly those who are open to new ideas about roles

Three Type of strategy Training

Awareness Training Awareness training or consciousness-raising or familiarization training, in this case the participants become aware of and familiar with the general idea of language learning strategies and the way such strategies can help them accomplish various language tasks. Awareness training is very important, because it is often the individuals introduction to the concept of learning strategies. It should be fun and motivating, so that participants will be encouraged to expand their knowledge of strategies at a letter time. One Time Strategy Training It involves learning and practicing one or more strategies with actual language tasks. This training gives the learner information on the value of the strategy, when it can be used, how to used it, and how to evaluate the success of the strategy. One-time training is appropriate for learners who have a need for particular, identifiable and very targeted strategies that can be taught in one or just a few session(s) Long Term Strategy Training In this case students learn the significance of particular strategies, when and how to use them, and how to monitor and evaluate their own performance A Model For Strategy training This model focuses on the teaching of learning strategies themselves, rather than on the border aspects of language learning. It is usually useful for long-term strategy training , usually closely tied to regular language learning, but can be adapted for one-time training by selecting specific units.

Step 1: Determine The learners Needs and the Time Available Step 2 : Select Strategies Well (Select strategies which related to the needs and characteristics of our learners) Step 3 : Consider Integration of Strategy Training Step 4 : Consider Motivational Issues (Consider the kinds of motivation we will build into our training program) Step 5 : Prepare Materials and Activities Step 6 : Conduct Completely Informed Training Step 7 : Evaluate Strategy Training Step 8 : Revise the Strategy Training.