Prepared by
Dr. Eman Abdel-Rahim Amin
Assistant prof. of English language
Az zulfi Faculty of Education
Majmaah University,
Introduction
Definition
Components of strategic language learning
Components of strategic language learning
Strategic language
learning components
language Strategy knowledge
knowing about
strategies (declarative knowledge )
knowing how to use strategies (procedural knowledge
knowing when to use strategies (conditional knowledge
)Language Strategy use Using language learning
strategies
Definition of language learning strategies
The greatest emphasis on learners and learning rather than on teachers and teaching
.The apparent relationship between learner autonomy and learning strategies, the teach ability of learning strategies.
The necessity of providing unsuccessful students with a wide repertoire of strategies in order to become successful learners.
The possibility of increasing students’ motivation and range of strategies through explicit instruction in learning strategies.
The recent development in attribution theory which suggests that learners may attribute their success to their sense of control over their learning process.
The impossibility of teaching all learners in the same manner because of differences in learning styles.
The necessity of helping students learn how to learn.
Factors affecting strategy training
beliefs about langauge learning
learners' age, gender, style, stregnth of motivation and level
of langauge proficiency
task difficulty
factors affecting learners' choice of
langauge learning strategies
Guidelines for strategy instruction
Introduce the purpose of strategy instruction explicitly to the learners.
Integrate strategy instruction with regular
coursework.
Select material that is neither too easy nor
too difficult.
Teach strategies that are most effective with language skills to be
practiced.
Focus on one skill area (e.g. memorizing words)
because within each skill, there is a complex
range of strategies.
Start instruction with a discussion of what it is
like to (read, write, listen or speak) in one's native language.
Raise awareness of the strategies learners are
already using.
(continued) Guidelines for strategy instruction
Do not try to teach many strategies at the same time.
Keep it simple.
Model the strategies Model the strategies for students by thinking aloud
about your own mental strategies.
Provide multiple practice opportunities to help learners move towards autonomous use of the strategies through gradual
withdrawal of the teacher scaffolding.
Make the instruction explicit. Mention the strategies by name. Give the strategies names in the
target language.
Practice the strategies throughout the school
year.
Get learners to monitor and evaluate the effectiveness of the
strategies used
An example of strategy-based approaches
PREPARATION PREPARATION
PRESENTATION PRESENTATION
PRACTICE PRACTICE
SELFSELF-EVALUATION-EVALUATION EXPANSION EXPANSION
