LANGUAGE LEARNING

STYLES
Learning style
the learners overall approach to
learning & the ways in which
information is received, processed,
organized & stored
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 Ls
style and the setting
Perceptual (sensory) learning
style
visual (observe/see)
written word (read/write)
listening: hear/say
activity: do/exercise
Cognitive learning style
field dependence/independence
global/analytic
right/left-brain hemisphericity
concrete/abstract
impulsive/reflective
Psychological (personality)
learning style
introversion/extraversion
sensing/intuition
thinking/feeling
judging/perceiving
tolerance/intolerance of ambiguity
Why are learning styles important
to learn about?
allow to understand & organize
learning
flexibility (more ways to learn
comfortably)
efficiency (less amount of time
needed to learn)
effectiveness (learn more easily)
TOLERANCE OF AMBIGUITY
I am bothered when I dont understand everything in
the FL.
I like to know specific rules for all aspects of
grammar.
I am uncomfortable with just a vague understanding
of 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 dont
understand.
I like my foreign language class to be structured so
that I know just what is going to happen next.
Starting to learn a new FL is scary.
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
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
CHARACTERISTICS OF
THE GOOD LANGUAGE LEARNER
The GLL is a willing & accurate guesser.
The GLL has a strong drive to
communicate, or to learn from
communication.
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 & the
speech of others.
The GLL attends to meaning.
LEARNER STRATEGIES
Language learning strategies
Language use strategies
Language learning strategies
specific thoughts & behaviours used
with the explicit goal of improving
learners knowledge & understanding
of a target language
they help learners reach language
learning goals & personalize the
language learning process
Language use strategies
actions taken by learners to perform
tasks in the language classroom,
communicate in the TL, & retrieve
info about the language already
stored in memory; they may or may
not have an impact on learning
COGNITIVE STRATEGIES
- involve identification, retention, &
storage of words, phrases, and other
elements of the TL
- deal directly with the manipulation of
TL structures
METACOGNITIVE STRATEGIES
involve learners efforts to plan,
organize, monitor, & evaluate
language learning activities
help learners to control the process
SOCIAL STRATEGIES
the actions that learners choose to
take in order to interact with other
learners, a teacher, or with native
speakers
reflect external efforts to learn the TL
AFFECTIVE STRATEGIES
involve learner motivation, emotions,
& attitudes
reflect internal efforts to regulate the
language learning process
RETRIEVAL STRATEGIES
used for retrieving words, phrases, &
other TL elements from memory, &
for choosing appropriate language
forms
REHEARSAL STRATEGIES
used for rehearsing TL structures
through repetition or practice
COVER STRATEGIES
used to create the impression that
learners have control over material
when they do not
COMMUNICATION STRATEGIES
used to get a message across despite
gaps in TL knowledge
Researching language strategies
Questionnaires
Strategy Inventory for Language
Learning - SILL (Oxford, 1990)
STRATEGY INVENTORY FOR
LANGUAGE 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 almost
always)
PART A
1. 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.
PART B
10. 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 D
30. 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.
PART E
39. I try to relax whenever I feel afraid of using English.
40. I encourage myself to speak English even when I am
afraid of making a mistake.
41. I give myself a reward or treat when I do well in
English.
PART F
45. If I do not understand something in English, I ask the
other 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.
The projection method
Childrens language learning
strategies (Tomislav, 8 years)
I: ta bi rekao Dalmatineru da radi da zapamti da se jabuka
kae apple?
T: Mora nauiti itati i pisati, onda bi tek kako se na
engleskom
I: A zamisli da je on premalen da ui pisati, ta bi mu
onda rekao da radi?
T: Ui izgovarati
I: A ta bi mu rekao da radi da bi nauio izgovarati
rijei?
T: Recimo, jabuka apple se, se kae apple i 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.
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 biljenicu
tako da zapamtim izgovorit.
I: A ta bi mu rekao da radi da zapamti da je zmaj
kite?
T: Bi mu da mora pisati kite, kite, kite i onda bi
zapamtio.
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 Sunce
i 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 kae
ormar na engleskom?
T. Po engleskim po engleskom bi mu rekao, onda
ak mu ne bi bilo jasno, onda bi mu po hrvatskom i
onda bi mu zapisal i onda nek kak sam ja nek
prepisiva i da naui, da se malo odmori i da naui.
Think-aloud protocol
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, s
obzirom da se radi kad sam bio, znai da
se jo radi o nekakvoj prolosti, erm, u tom
sluaju 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.


Strategies-based instruction