LANGUAGE
This paper explains discussed about characteristic of
language is determined by how the learning and strategies are adopted.
process of interaction between students, teacher and assistance provided and designed by educators
the process of acquiring knowledge and knowledge is achieved, mastery of skills and character can occur, and the formation of attitudes and trust in students are obtained While strategic learning refers to the learner’s active such as negotiated interaction in target language in such communicative activities as clarification, confirmation, comprehension checks, requests,
intentional engagement in the learning process by selectively attending to a learning problem, mobilization of the resources, deciding on the best available plan for action
Key words : learning, strategies, and language learning strategies.
A. LEARNING
The developing of human culture has demanded to learn about human existence and credibility. Learning can be in formal and informal situation.
situation possibility got information from everywhere around them. It means that human can learn anything
concert or talking to a neighbor. We simply have to see the interaction one with other as a learning experience in order to walk away with fresh ideas and wisdom. Going though the interaction process is going to be one of the best learning experiences of some one life.
Studying process Performance is determined by many factors, one of them is learning model. Learning is the process in learning that is circularly constructed. As Stated in Unesco book that there is no better way to discover the construction socially of one’s own culture than to be faced with another culture that having quite different in assumptions.1 The culture is getting involved during learning process, especially foreign language learner, this condition makes the process of learning is not necessarily neat or linear
learning. Within the model, learning is essentially an error correction process
no achievement in language learning without any correction the error happened in the process, making mistake and error are usually undeniable in studying language.
1 . UNESCO, Intercultural Competences
2. Critten, Sarah and Karen J. Pine Routledge2009). 94
3 Stephen J. Lupker, The Science of Reading: A Handbook.
LANGUAGE LEARNING STRATEGIES by
Arif Ma’mun Rifa’i, M. Pd (Institut Agama Islam Ngawi)
Abstract
explains the important of learning, strategies and has finally characteristic of language learning strategies. The success of studying language is determined by how the learning and strategies are adopted.
process of interaction between students, teacher and material. Learning is vided and designed by educators that involve the strategies
the process of acquiring knowledge and knowledge is achieved, mastery of skills and character can occur, and the formation of attitudes and trust in students are obtained
tegic learning refers to the learner’s active such as negotiated interaction in target language in such communicative activities as clarification, confirmation, comprehension checks, requests, and etc. Strategic learning also refers to learners’
l engagement in the learning process by selectively attending to a learning problem, mobilization of the resources, deciding on the best available plan for action
Key words : learning, strategies, and language learning strategies.
The developing of human culture has demanded to learn about human existence Learning can be in formal and informal situation. Learning in informal situation possibility got information from everywhere around them. It means that
earn anything from their experience or others, event, buying
concert or talking to a neighbor. We simply have to see the interaction one with other as a learning experience in order to walk away with fresh ideas and wisdom. Going teraction process is going to be one of the best learning experiences of Studying process Performance is determined by many factors, one of them is learning model. Learning is the process in learning that is circularly constructed. As nesco book that there is no better way to discover the construction socially
’s own culture than to be faced with another culture that having quite different The culture is getting involved during learning process, especially foreign language learner, this condition makes the process of learning is not neat or linear2, but being appropriately adopted agree with the goal of learning. Within the model, learning is essentially an error correction process
no achievement in language learning without any correction the error happened in the making mistake and error are usually undeniable in studying language.
UNESCO, Intercultural Competences , (Place Fontenoy 75352 : Paris 07 SP France
Sarah and Karen J. Pine, Contemporary Perspectives on Reading and Spelling, Canada Stephen J. Lupker, The Science of Reading: A Handbook. Victoria,Blackw (49)
107 the important of learning, strategies and has finally The success of studying language is determined by how the learning and strategies are adopted. Learning is the . Learning is also as involve the strategies in order that the process of acquiring knowledge and knowledge is achieved, mastery of skills and character can occur, and the formation of attitudes and trust in students are obtained.
tegic learning refers to the learner’s active such as negotiated interaction in target language in such communicative activities as clarification, confirmation, Strategic learning also refers to learners’
l engagement in the learning process by selectively attending to a learning problem, mobilization of the resources, deciding on the best available plan for action.
Key words : learning, strategies, and language learning strategies.
The developing of human culture has demanded to learn about human existence Learning in informal situation possibility got information from everywhere around them. It means that , buying tickets to a concert or talking to a neighbor. We simply have to see the interaction one with other as a learning experience in order to walk away with fresh ideas and wisdom. Going teraction process is going to be one of the best learning experiences of Studying process Performance is determined by many factors, one of them is learning model. Learning is the process in learning that is circularly constructed. As nesco book that there is no better way to discover the construction socially
’s own culture than to be faced with another culture that having quite different The culture is getting involved during learning process, especially foreign language learner, this condition makes the process of learning is not , but being appropriately adopted agree with the goal of learning. Within the model, learning is essentially an error correction process3, there is no achievement in language learning without any correction the error happened in the
making mistake and error are usually undeniable in studying language.
Paris 07 SP France2013).p. 26 Contemporary Perspectives on Reading and Spelling, Canada:
Victoria,Blackw (49)
Recent explorations in EIL learning, teaching, and teacher education have brought to the surface certain creative tensions that characterize the Individual Identity formation of individual identities, compelling us to rethink some of the taken granted theoretical and pedagogical assumptions about EIL. For instance, the role of integrative motivation for EIL learning has come under serious scrutiny in the context of contemporary realities of self and identity
Elizabeth states “ Given that a significant part of learning is understanding how to sift—to look for those things that you are more willing to take seriously ability to rely on first-language knowledge is indispensable”
sub method in making the learning process running well, such as how to look for the thing that can make student more focus and using their own appropriate language in the context codification. Some aids that can help student
student avoid unimportant
by the physical and visual aids is very important in order to avoid unsupported talk during the lesson, through gesture such as in intonation will help student to understand how the word is pronounced.
Shortly, learning is no longer seen only as a process of forming students’ habits that are agree with the program and planning compiled by a construction of learning, but this must shift to the cognitive processes of students they use when they learn and then seen as very important for the learning process for developing students’
competency and evaluating the mistake and error happened. In addition, learning as a social process is increasingly emphasized, and socio
drawn.7
Based on explanation above can be concluded that Learning is the process of interaction between students, educators (teacher) and learning resources in a learning environment. Learning is assistance provided and designed by educators in order that the process of acquiring knowledge and knowledge is achieved, mastery of skills and character can occur, and the formation of attitudes and trust in students are obtained.
In other words, learning is a process to help students studying well. The learning process occurs throughout the long life of a human being and can apply anywhere and anytime. Learning has a similar understanding to teaching, though hav
connotations.
B. STRATEGIES
Strategy in other side has same or set of plane designed and
that someone uses to attain one or more of
many kind of strategies in language learning, some focuses
4 Kumaravadivelu, Principles and Practices for Teaching En (New York, NY : Routledge 2012). P.
5 Bernhardt, Elizabeth B. Understanding Advanced Second Bernhardt, new York, Taylor and Francis
6 Flynn, Naomi The Learning and Teaching of Reading and Writing, West Sussex: Whurr Publishers Limited,2006). P. 115.
7 Nunan, david, Task-Based Language Teaching
Recent explorations in EIL learning, teaching, and teacher education have brought to the surface certain creative tensions that characterize the Individual Identity
ividual identities, compelling us to rethink some of the taken granted theoretical and pedagogical assumptions about EIL. For instance, the role of integrative motivation for EIL learning has come under serious scrutiny in the context
ealities of self and identity.4
Elizabeth states “ Given that a significant part of learning is understanding to look for those things that you are more willing to take seriously
language knowledge is indispensable”5, within learning, there is sub method in making the learning process running well, such as how to look for the thing that can make student more focus and using their own appropriate language in Some aids that can help student more focus or at least make student avoid unimportant things, Naomi6 has opinion that learning that is supported by the physical and visual aids is very important in order to avoid unsupported talk during the lesson, through gesture such as in intonation will help student to understand how the word is pronounced.
earning is no longer seen only as a process of forming students’ habits that are agree with the program and planning compiled by a construction of learning, but this must shift to the cognitive processes of students they use when they learn and as very important for the learning process for developing students’
competency and evaluating the mistake and error happened. In addition, learning as a social process is increasingly emphasized, and socio-cultural theory begins to be lanation above can be concluded that Learning is the process of interaction between students, educators (teacher) and learning resources in a learning environment. Learning is assistance provided and designed by educators in order that ring knowledge and knowledge is achieved, mastery of skills and character can occur, and the formation of attitudes and trust in students are obtained.
In other words, learning is a process to help students studying well. The learning hout the long life of a human being and can apply anywhere and anytime. Learning has a similar understanding to teaching, though hav
Strategy in other side has same meaning with strategy. Strategy is a general plan designed and intended to achieved something that refers to an action that someone uses to attain one or more of learning or organization’s goal.
strategies in language learning, some focuses on speaking, reading,
Kumaravadivelu, Principles and Practices for Teaching English as an International Language.
: Routledge 2012). P. 12
Elizabeth B. Understanding Advanced Second-Language Reading Elizabeth B.
Bernhardt, new York, Taylor and Francis2011), P. 77.
The Learning and Teaching of Reading and Writing, West Sussex: Whurr Publishers Based Language Teaching (New York, Cambridge University Press
108 Recent explorations in EIL learning, teaching, and teacher education have brought to the surface certain creative tensions that characterize the Individual Identity,
ividual identities, compelling us to rethink some of the taken-for- granted theoretical and pedagogical assumptions about EIL. For instance, the role of integrative motivation for EIL learning has come under serious scrutiny in the context Elizabeth states “ Given that a significant part of learning is understanding to look for those things that you are more willing to take seriously—an , within learning, there is sub method in making the learning process running well, such as how to look for the thing that can make student more focus and using their own appropriate language in focus or at least make has opinion that learning that is supported by the physical and visual aids is very important in order to avoid unsupported talk during the lesson, through gesture such as in intonation will help student to earning is no longer seen only as a process of forming students’ habits that are agree with the program and planning compiled by a construction of learning, but this must shift to the cognitive processes of students they use when they learn and as very important for the learning process for developing students’
competency and evaluating the mistake and error happened. In addition, learning as a cultural theory begins to be lanation above can be concluded that Learning is the process of interaction between students, educators (teacher) and learning resources in a learning environment. Learning is assistance provided and designed by educators in order that ring knowledge and knowledge is achieved, mastery of skills and character can occur, and the formation of attitudes and trust in students are obtained.
In other words, learning is a process to help students studying well. The learning hout the long life of a human being and can apply anywhere and anytime. Learning has a similar understanding to teaching, though have different
trategy is a general plan refers to an action organization’s goal. There are on speaking, reading,
glish as an International Language.
Language Reading Elizabeth B.
The Learning and Teaching of Reading and Writing, West Sussex: Whurr Publishers New York, Cambridge University Press, 2004), p.6
listening and writing. Nation says that Frequency and Low Frequency Vocabulary
• Help learners use context clues to guess the meaning of the word. The main goal of this is to practice and refine the guessing from context strategy.
• Help learners break a word into parts and relate the meaning of its parts to the meaning of the word. The main goal of this is to practice the word part strategy.
• Help learners use a dictionary to
information about the word so as to make it stay in their memory.
“The word method,” declares the
Teaching and Learning (2000), “is one of the central issues of
Citing the original Greek word,methodos, which “includes the idea of a series of steps leading towards a conceived goal” (p. 617), theEncyclopedia defines method simply as “a planned way of doing something” (p. 617).Turning to the sp
language teaching, it states, rather awk going about something, a cer
also, a process rather than a product” (p. 617). As the quote indicate
method, asused in second/foreign language teaching, is shrouded in a veil of vague ness, despite its central importance.
Dubin and bycina in hedgcock says that se at this stage of the process. One
sections and in series, that
section to check comprehension and make predictions about what will come next before moving ahead with their read
pedagogic strategies is very often driven by their assumptions about how languages should be taught,11 it means deal
achieve the goal of learning strategy is dependent on the learning.
The strategic is also can be learnt, s such as negotiated interact
clarification, confirmation, comprehension checks, requests, repairing, reacting.
Strategic learning also refers to learners’
process by selectively attending
deciding on the best available plan for action, carrying out the plan, monitoring the performance, and evaluating the results for future action. Strategic learning is triggered and defined by task
or capacity12.
8 I. S. P. Nation Teaching ESL/EFL Reading and Writing new York Routledge, Taylor & Francis 2009). p. 40
9. Kumaravadivelu B.Understanding languageTeaching from Method Francis e-Library,. Mahwah, New Jersey 2008) p.162
10. John S. Hedgcock and Dana R. FerrisNew Contexts (new York Routledge, Taylor and Francis.
11 Han ZhaoHong Fossilization in Adult Second Language Acquisition, Press Ltd, 2004) p. 157
12 Yongqi Gu, Principles and Practices for Teaching Engli Taylor & Francis 2012)p. 319
listening and writing. Nation says that Strategy-focused Techniques for High Frequency and Low Frequency Vocabulary such the following .
• Help learners use context clues to guess the meaning of the word. The main goal of and refine the guessing from context strategy.
• Help learners break a word into parts and relate the meaning of its parts to the meaning of the word. The main goal of this is to practice the word part strategy.
• Help learners use a dictionary to look up the meaning of a word and to gather extra information about the word so as to make it stay in their memory.8
method,” declares the Routledge Encyclopedia of Language (2000), “is one of the central issues of instruction” (p. 616).
Citing the original Greek word,methodos, which “includes the idea of a series of steps leading towards a conceived goal” (p. 617), theEncyclopedia defines method simply as “a planned way of doing something” (p. 617).Turning to the specific context of language teaching, it states, rather awk-wardly: “A method implies an orderly way of going about something, a cer-tain degree of advance planning and of control, then;
also, a process rather than a product” (p. 617). As the quote indicates, the meaning of method, asused in second/foreign language teaching, is shrouded in a veil of vague ness, despite its central importance.9
Dubin and bycina in hedgcock says that several useful strategies can help students at this stage of the process. One strategy is for the teacher to divide the text into that enabling students to control such as stop at the end of each section to check comprehension and make predictions about what will come next before moving ahead with their reading.10 There is little doubt that teachers’ use of pedagogic strategies is very often driven by their assumptions about how languages it means dealing with the plan, implementation and evaluation to achieve the goal of learning, consequently, the utility of cognate searching as a strategy is dependent on the relationship between mother tongue and language is The strategic is also can be learnt, strategic learning refers to the learner’s active such as negotiated interaction in target language in such communicative activities as clarification, confirmation, comprehension checks, requests, repairing, reacting.
Strategic learning also refers to learners’ intentional engagement in the learning process by selectively attending to a learning problem, mobilization of the resources deciding on the best available plan for action, carrying out the plan, monitoring the performance, and evaluating the results for future action. Strategic learning is by task demands, and is thus not a task-independent learner trait
I. S. P. Nation Teaching ESL/EFL Reading and Writing new York Routledge, Taylor & Francis Kumaravadivelu B.Understanding languageTeaching from Method to Postmethod. Taylor &
Library,. Mahwah, New Jersey 2008) p.162
S. Hedgcock and Dana R. FerrisNew teaching Readers of English Students, Texts, and York Routledge, Taylor and Francis.2009) 172
Han ZhaoHong Fossilization in Adult Second Language Acquisition, ( Great Britain: Cromwell Yongqi Gu, Principles and Practices for Teaching English as an International Language (
109 focused Techniques for High
• Help learners use context clues to guess the meaning of the word. The main goal of
• Help learners break a word into parts and relate the meaning of its parts to the meaning of the word. The main goal of this is to practice the word part strategy.
look up the meaning of a word and to gather extra Routledge Encyclopedia of Language instruction” (p. 616).
Citing the original Greek word,methodos, which “includes the idea of a series of steps leading towards a conceived goal” (p. 617), theEncyclopedia defines method simply ecific context of wardly: “A method implies an orderly way of tain degree of advance planning and of control, then;
s, the meaning of method, asused in second/foreign language teaching, is shrouded in a veil of vague-
veral useful strategies can help students strategy is for the teacher to divide the text into stop at the end of each section to check comprehension and make predictions about what will come next There is little doubt that teachers’ use of pedagogic strategies is very often driven by their assumptions about how languages with the plan, implementation and evaluation to onsequently, the utility of cognate searching as a relationship between mother tongue and language is trategic learning refers to the learner’s active ion in target language in such communicative activities as clarification, confirmation, comprehension checks, requests, repairing, reacting.
intentional engagement in the learning mobilization of the resources, deciding on the best available plan for action, carrying out the plan, monitoring the performance, and evaluating the results for future action. Strategic learning is independent learner trait
I. S. P. Nation Teaching ESL/EFL Reading and Writing new York Routledge, Taylor & Francis to Postmethod. Taylor &
eaching Readers of English Students, Texts, and Great Britain: Cromwell sh as an International Language ( New York.
Every program in all sector entails the goals or purposes program, it also in strategic learning, Yongqi adds that purpose. The purpose of strategic
case, method such as performance or to achieve overall learning success.
learning process, second language acquisition is at best haphazard. Over the decades, we have seen applied linguists suggesting the right amount of
opportunities for output, corrective fe
scaffolding in the classroom. But after all these, the only thing teachers can do is to wait and hope that learners will notice
implicit learning mechanisms.
There is small sub
important because the ground that a the particular activities or strategies accomplish a particular learning goal
carrying out a particular task, especially the execution or performance of a scientific procedure or an artistic work. Good technique means skillful, efficient and effective way of doing or in achieving something.
achievement in language learning, for example when learners look for the meaning in the text would not easy without appropriate strategy b
in text, but rather must be actively constructed, instruction in how to employ strategies is necessary to improve comprehension. To construct meaning, students must monitor their understanding and apply strategic effort
Tessa’s criteria in a good lesson is one where there’s plenty of language learning going on making students and teacher
physically, socially and psychologically
students’ and teachers’ physic, social relationship, and psychology 2) about each other, why they
experience. (teachers and students as they go through the course there is to learn, 4) They are
teachers and students have a notion about how we learn best is a mixture of things (part
vehicle for content and part
they need to teach and learn it in a variety of ways activities they’re doing. 8)
things that are worth learning for their own sake outside the language classroom Become more capable of taking the initiative, making decisions and judging what is good and useful 10) start useful habits which will continue after
13 Yongqi Gu, Principles and Practices for Teaching English as an International Language, Taylor & Francis 2012).p. 319
14 Anthony J. Liddicoat and Angela Scarino, Sussex: John Wiley & Sons 2013) p. 3
15 Catherine Snow, Reading for understanding : toward a research and development program in reading comprehension (Santa Monica: rand
16 Tessa Woodward, Planning Lessons and Courses
Every program in all sector entails the goals or purposes as the end goal of the , it also in strategic learning, Yongqi adds that Strategic learning is tied to a
rpose of strategic learning is to solve a learning problem
case, method such as performance, perform a novel task, accelerate the learning or to achieve overall learning success. Without the learner’s active engagement in the learning process, second language acquisition is at best haphazard. Over the decades, linguists suggesting the right amount of comprehensible input, opportunities for output, corrective feedback, task-based presentation, and contextual scaffolding in the classroom. But after all these, the only thing teachers can do is to wait and hope that learners will notice the patterns or automatically activate their implicit learning mechanisms.13
sub in strategy that is called as a technique, the technique is so the ground that a technique is the most local level: techniques are the particular activities or strategies introduction adopted in the classroom to a particular learning goal.14 Technique can be defined as a way of carrying out a particular task, especially the execution or performance of a scientific procedure or an artistic work. Good technique means skillful, efficient and effective r in achieving something. Choosing strategy strongly determine the achievement in language learning, for example when learners look for the meaning in the text would not easy without appropriate strategy because meaning does not exist must be actively constructed, instruction in how to employ strategies is necessary to improve comprehension. To construct meaning, students must monitor their understanding and apply strategic effort.15
Tessa’s criteria in a good lesson is one where there’s plenty of language learning going on making students and teacher as follows:16 1) Feel comfortable physically, socially and psychologically, there is no uncomfortable situation for
s’ physic, social relationship, and psychology 2)
they are together and what they want to get out of the teachers and students also know these things may keep shifting slightly go through the course.), 3) teachers and students are aware of some of what
, 4) They are aware of some of the things they have learned ave a notion about how we learn best, 6) Accept that language is a mixture of things (part instinct, motor skill, system, cultural artifact
vehicle for content and part content itself), that it changes all the time and thus that teach and learn it in a variety of ways, 7) Know why they are
. 8) doing things in class that would be worth doing and learn things that are worth learning for their own sake outside the language classroom
ecome more capable of taking the initiative, making decisions and judging what is tart useful habits which will continue after student and teacher
Yongqi Gu, Principles and Practices for Teaching English as an International Language, Anthony J. Liddicoat and Angela Scarino, Intercultural Language Teaching and Learning (
: John Wiley & Sons 2013) p. 3.
Catherine Snow, Reading for understanding : toward a research and development program in Santa Monica: rand 2002) p. 32
Woodward, Planning Lessons and Courses (new York Cambridge University Press
110 as the end goal of the Strategic learning is tied to a earning is to solve a learning problem in students’
, perform a novel task, accelerate the learning rate, Without the learner’s active engagement in the learning process, second language acquisition is at best haphazard. Over the decades, omprehensible input, based presentation, and contextual scaffolding in the classroom. But after all these, the only thing teachers can do is to or automatically activate their the technique is so technique is the most local level: techniques are in the classroom to Technique can be defined as a way of carrying out a particular task, especially the execution or performance of a scientific procedure or an artistic work. Good technique means skillful, efficient and effective Choosing strategy strongly determine the achievement in language learning, for example when learners look for the meaning in ecause meaning does not exist must be actively constructed, instruction in how to employ strategies is necessary to improve comprehension. To construct meaning, students must monitor Tessa’s criteria in a good lesson is one where there’s plenty of language eel comfortable , there is no uncomfortable situation for s’ physic, social relationship, and psychology 2) know a little want to get out of the keep shifting slightly re aware of some of what have learned, 5) ccept that language artifact, music, part content itself), that it changes all the time and thus that they are doing the things in class that would be worth doing and learn things that are worth learning for their own sake outside the language classroom. 9) ecome more capable of taking the initiative, making decisions and judging what is student and teacher
Yongqi Gu, Principles and Practices for Teaching English as an International Language, (New York Language Teaching and Learning (West Catherine Snow, Reading for understanding : toward a research and development program in
new York Cambridge University Press 2011)
have left each other, 11) follow
necessary in order to bring about the criteria above.
C. FEATURES OF LANGUAGE LEARNING STRATEGIES Learning second or foreign language
tongue language, the factors may happen
cultural assimilation between the mother language and others.
specification goal , such Jorgense statement about strategies multivocality. leads to considerations about the reader’s positioning as agent or victim within different explanatory frameworks, this line can be continued by using one or more of the approaches to discourse analysis, applying their specific tools in order to investigate this aspect of the text further
He explains that the
they want to learn and how strategies need to be employed in order to carry out the learning task. The most widely reported learner factors include age, sex, language aptitude, intelligence, prior knowledge, motivation and learnin
concept/image, personality, and cognitive and learning style. These person
factors are relatively stable, and constitute the learner’s preferred ways of dealing with learning tasks. Their strategies for learning, therefore, will u
desire to use English for international communication. Task No strategies are needed if there is no task demand; and no strategic learning is needed if the task at hand can be done very easily.18
Learning strategies are obtaining and use of information
17 Marianne Jørgensen and Louise Phillips. Discourse Analysis as Theory and Method.
SAGE Publications Inc 2002)
18 Yong qi Gu, Context Strategies Person Task Person Model, p. 23
follow the course and lesson plans or depart from them when necessary in order to bring about the criteria above.
FEATURES OF LANGUAGE LEARNING STRATEGIES Learning second or foreign language are not so easy as learning
, the factors may happen are about the grammatical pattern and cultural assimilation between the mother language and others. Each of strategies has a such Jorgense statement about strategies multivocality. leads to considerations about the reader’s positioning as agent or victim within different explanatory frameworks, this line can be continued by using one or more of the e analysis, applying their specific tools in order to investigate this aspect of the text further.17
He explains that the person (learners) determines which variety of English they want to learn and how strategies need to be employed in order to carry out the learning task. The most widely reported learner factors include age, sex, language aptitude, intelligence, prior knowledge, motivation and learning purpose, self concept/image, personality, and cognitive and learning style. These person
factors are relatively stable, and constitute the learner’s preferred ways of dealing with learning tasks. Their strategies for learning, therefore, will unlikely be related to a desire to use English for international communication. Task No strategies are needed if there is no task demand; and no strategic learning is needed if the task at hand can Learning strategies are actions and routines used by the learner to facilitate the use of information in achieving the goal of learning. Learning strategies
Marianne Jørgensen and Louise Phillips. Discourse Analysis as Theory and Method.
Context Strategies Person Task Person-Task-Context-Strategies: An Explanatory
111 course and lesson plans or depart from them when
learning the mother about the grammatical pattern and Each of strategies has a such Jorgense statement about strategies multivocality. leads to considerations about the reader’s positioning as agent or victim within different explanatory frameworks, this line can be continued by using one or more of the e analysis, applying their specific tools in order to investigate
which variety of English they want to learn and how strategies need to be employed in order to carry out the learning task. The most widely reported learner factors include age, sex, language g purpose, self- concept/image, personality, and cognitive and learning style. These person-dependent factors are relatively stable, and constitute the learner’s preferred ways of dealing with nlikely be related to a desire to use English for international communication. Task No strategies are needed if there is no task demand; and no strategic learning is needed if the task at hand can outines used by the learner to facilitate the Learning strategies
Marianne Jørgensen and Louise Phillips. Discourse Analysis as Theory and Method. (California:
egies: An Explanatory
are also specific actions taken by the enjoyable, faster, more effective, and the goal of learning. The use of and do to regulate their learning
D. LANGUAGE LEARNING STRATEGIES Learning strategies is inevitable
is defined as the term referring to processes and action that are consciously deployed by language learners to help them to learn or use of language more effectively.
Oxford (2001) cites based on
make effective use of language strategies learn faster than learners who do not use a variety of language learning strategies.
integrating some strategy traini language learning classes.
words and phrases and other skills.
strategies (oxford, 1990 )19
For language learners after specify the goal or English for specific purposes then select
As mention above that there are several subtle, there are cognitive strategies ref how the learners master the material theoretically, then memory strategies refers to the prepare the stimulus in order to the memory be
material. Although, subtle differences between them, learning strategies to the
metacognitive, cognitive, and social/affective Metacognitive strategies
instant like thinking about the learning process,
19 Oxford, R. Language Learning Strategies: What every teacher should House, 1990) p. 17
Leaning
direct
Indirect
are also specific actions taken by the teachers or learners to make learning faster, more effective, and more transferable to new situations
use of term learning strategies refers to what learners know and do to regulate their learning as a choice solution in learning.
LANGUAGE LEARNING STRATEGIES
Learning strategies is inevitable choice in studying, Language learning strategies term referring to processes and action that are consciously deployed by language learners to help them to learn or use of language more effectively.
based on a wide array of research indicating that learners who make effective use of language strategies learn faster than learners who do not use a variety of language learning strategies. The teachers’ demand are to be innovative in some strategy training and some discussion of strategies into their classes. Such as teaching vocabulary, focus on ways to memorize and other skills. The following is taxonomies of language learning
19
For language learners after specify the goal or English is deal should choose then select appropriate strategies if direct or indirect strategies.
As mention above that there are several subtle, there are cognitive strategies ref how the learners master the material theoretically, then memory strategies refers to the prepare the stimulus in order to the memory be useful in catching the learning subtle differences between them, but they generally classify to the three broad strategies or three broad categories:
metacognitive, cognitive, and social/affective.
Metacognitive strategies refer to the higher order executive strategies thinking about the learning process, monitoring and planning for
Oxford, R. Language Learning Strategies: What every teacher should Know (Boston: New bury Memory strategies
Compensation
Metacognitive Affective strategies direct
Social strategies Indirect
Cognitive
112 to make learning more more transferable to new situations in obtaining term learning strategies refers to what learners know
Language learning strategies term referring to processes and action that are consciously deployed by language learners to help them to learn or use of language more effectively.
wide array of research indicating that learners who make effective use of language strategies learn faster than learners who do not use a The teachers’ demand are to be innovative in ng and some discussion of strategies into their ways to memorize he following is taxonomies of language learning
is deal should choose if direct or indirect strategies.
As mention above that there are several subtle, there are cognitive strategies refer to how the learners master the material theoretically, then memory strategies refers to the useful in catching the learning they generally classify three broad categories:
higher order executive strategies for planning for learning
Know (Boston: New bury
as it takes place, and self-
strategies refer to conscious ways of tackling learning
There are many methods in language learning with strategy in, such as Audio-lingual Method, Communicative Language
Learning, Competency-Based Language
Translation Method, Natural Approach, Oral and Situational Language Teaching, Lexical Approach, Silent Way
Language Teaching, Total Physical Response, and more.
Each is supposed to have a specified set of theoretical principles and a specified set of classroom practices, but actually is co
.
E. CONCLUSION
Such as teaching vocabulary, focus on ways to memorize words and phrases and others. When working with a reading passage, ways of guessing the meaning of words in context can be discussed. The best students can explain to others what they are doing to master the language. There are now many published articles and handbooks for language teachers on how to integrate strategy instruction into their teaching (for example Rubin 1975; Oxford 1990; and Cohen 1998; to mention just a few).
BIBLIOGRAPHY
Bernhardt, Elizabeth B. (2011) Understanding Advanced Second Elizabeth B. Bernhardt, new York, Taylor and Francis.
Critten, Sarah and Karen J. Pine Spelling, Canada by Routledge.
Hedgcock, John S. and Dana R. Ferris (2009) New Teaching Readers of English Students, Texts, and Contexts York 9 Routledge, Taylor and Francis.
Gu, Yongqi, (2012) Principles and Practices for Teaching English as an International Language, New York. Taylor & Francis
Kumaravadivelu, (2012) International Language,
Kumaravadivelu (2008) Understanding Language Teaching From Method to Postmethod. Taylor & Francis e
Liddicoat, Anthony J. and Angela Scarino (2013) Intercultural Language Teaching and Learning., West Sussex:
Lupker, Stephen J, (2005) The Science of Reading: A Handbook. Victoria, Blackwell Publishing Ltd
Naomi Flynn, (2006) The Learning and Sussex: Whurr Publishers Limited Nunan, david (2004) Task
University Press.
Nation, I. S. P. (2009) Teaching ESL/EFL Reading and Writing new York Routledge, Taylor & Francis
as it takes place, and self-evaluation of learning after the learningactivity.
refer to conscious ways of tackling learning.
There are many methods in language learning with strategy in, such as Method, Communicative Language Teaching, Community Language
Based Language Teaching, Direct Method, Grammar Translation Method, Natural Approach, Oral and Situational Language Teaching,
Silent Way, Suggestopedia (or, Desuggestopedia), Task
Language Teaching, Total Physical Response, and more. The method each of them is Each is supposed to have a specified set of theoretical principles and a specified set of
oom practices, but actually is considerable overlap in their theory and practice
Such as teaching vocabulary, focus on ways to memorize words and phrases and others. When working with a reading passage, ways of guessing the meaning of words in context can be discussed. The best students can explain to others what they er the language. There are now many published articles and handbooks for language teachers on how to integrate strategy instruction into their teaching (for example Rubin 1975; Oxford 1990; and Cohen 1998; to mention just a
Bernhardt, Elizabeth B. (2011) Understanding Advanced Second-Language Reading Elizabeth B. Bernhardt, new York, Taylor and Francis.
Sarah and Karen J. Pine (2009) Contemporary Perspectives on Reading and Spelling, Canada by Routledge.
John S. and Dana R. Ferris (2009) New Teaching Readers of English Students, Texts, and Contexts York 9 Routledge, Taylor and Francis.
Gu, Yongqi, (2012) Principles and Practices for Teaching English as an International Language, New York. Taylor & Francis
(2012) Principles and Practices for Teaching Engli International Language, New York: Routledge
Kumaravadivelu (2008) Understanding Language Teaching From Method to Postmethod. Taylor & Francis e-Library,. Mahwah, New Jersey
at, Anthony J. and Angela Scarino (2013) Intercultural Language Teaching and Learning., West Sussex: John Wiley & Sons,
Lupker, Stephen J, (2005) The Science of Reading: A Handbook. Victoria, Blackwell The Learning and Teaching of Reading and Writing, West ussex: Whurr Publishers Limited.
Task-Based Language Teaching. New York, Cambridge Teaching ESL/EFL Reading and Writing new York Routledge,
113 evaluation of learning after the learningactivity. Cognitive There are many methods in language learning with strategy in, such as : Teaching, Community Language Teaching, Direct Method, Grammar- Translation Method, Natural Approach, Oral and Situational Language Teaching,
gestopedia (or, Desuggestopedia), Task-Based The method each of them is Each is supposed to have a specified set of theoretical principles and a specified set of nsiderable overlap in their theory and practice.
Such as teaching vocabulary, focus on ways to memorize words and phrases and others. When working with a reading passage, ways of guessing the meaning of words in context can be discussed. The best students can explain to others what they er the language. There are now many published articles and handbooks for language teachers on how to integrate strategy instruction into their teaching (for example Rubin 1975; Oxford 1990; and Cohen 1998; to mention just a
Language Reading Contemporary Perspectives on Reading and John S. and Dana R. Ferris (2009) New Teaching Readers of English Students, Texts, and Contexts York 9 Routledge, Taylor and Francis.
Gu, Yongqi, (2012) Principles and Practices for Teaching English as an International Principles and Practices for Teaching English as an Kumaravadivelu (2008) Understanding Language Teaching From Method to
Library,. Mahwah, New Jersey
at, Anthony J. and Angela Scarino (2013) Intercultural Language Teaching Lupker, Stephen J, (2005) The Science of Reading: A Handbook. Victoria, Blackwell Teaching of Reading and Writing, West Based Language Teaching. New York, Cambridge Teaching ESL/EFL Reading and Writing new York Routledge,
Snow, Catherine (2002), Reading for understanding : toward a research and development program in reading comprehension, Santa Monica: rand
Tessa, Woodward, (2011 University Press
Jørgensen, Marianne and Louise Phillips
Method. california SAGE Publications Inc
Unesco (2013) Intercultural Competences , Place Fontenoy 75352 Paris 07 SP France.
Oxford, R. (1990) Language Learning Strategies: What every teac Boston: Newbury House.
House, Juliane (2012)
International Language new York Taylor & Francis
ZhaoHong, Han, (2004) Fossilization in Adult Second Language Acquisition, Great Britain: Cromwell Press Ltd
, Reading for understanding : toward a research and development program in reading comprehension, Santa Monica: rand
2011) Planning Lessons and Courses new York Cambridge Marianne and Louise Phillips (2002) Discourse Analysis as Theory and Method. california SAGE Publications Inc
Unesco (2013) Intercultural Competences , Place Fontenoy 75352 Paris 07 SP France.
Language Learning Strategies: What every teacher should Boston: Newbury House.
(2012) Principles and Practices for Teaching English as an International Language new York Taylor & Francis.
ZhaoHong, Han, (2004) Fossilization in Adult Second Language Acquisition, Great Cromwell Press Ltd
114 , Reading for understanding : toward a research and development program in reading comprehension, Santa Monica: rand
Planning Lessons and Courses new York Cambridge Discourse Analysis as Theory and Unesco (2013) Intercultural Competences , Place Fontenoy 75352 Paris 07 SP France.
her should know.
Principles and Practices for Teaching English as an ZhaoHong, Han, (2004) Fossilization in Adult Second Language Acquisition, Great
