One of the primary tasks of teachers is to teach students how to learn so that they can become autonomous learners, able to think independently, solve problems, and take responsibility for their own learning. Learner autonomy does not imply self-instruction – it implies a learner taking an active part in learning and thoughtfully mastering his/her own learning process by means of the strategic use of various language learning strategies.
Language learning strategies are techniques learners consciously use in order to improve their progress in acquiring, storing, retaining, and using information in the foreign language (Oxford, 1990). Proficiency has often been found to be directly influenced by the use of LLS, primarily by those requiring the active use of a foreign language (Green & Oxford, 1995). Good language learners have been found to be autonomous learners, fully aware of their own learning processes, and oriented towards the communicative aspect of language learning (Wong & Nunan, 2011). So, in order to become a good language learner, one has to be familiar with the language learning strategies.
Oxford (1990) identified six major groups of language learning strategies:
- COGNITIVE STRATEGIES – the learner manipulates the language material in direct ways, which imply reasoning, thinking of relationships between what one already knows and new things one learns, analysis, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger knowledge structures, practising in naturalistic settings, and practising structures and sounds formally.
- METACOGNITIVE STRATEGIES – the learner manages the learning process, which implies identifying their learning style preferences and needs, planning for a FL task, gathering and organising materials, arranging a study space and a schedule, monitoring mistakes, evaluating task success, and the success of any type of learning strategy. Therefore, metacognitive strategies have a direct, positive effect on the cognitive strategy use (Purpura, 1999).
- MEMORY-RELATED STRATEGIES – the learner memorises the vocabulary or structures in an orderly string or via sounds/rhyming, images or a combination of sound and images, body movement, mechanical means such as flashcards or the location on a page or blackboard.
- COMPENSATION STRATEGIES – the learner makes up for missing knowledge by guessing from the context while listening and reading, using synonyms, making up a new word or talking around the missing word to aid speaking and writing, using gestures or pause words to aid speaking.
- AFFECTIVE STRATEGIES – the learner identifies his/her mood and anxiety level, talks about feelings, rewards himself/herself for good performance, uses deep breathing or positive self-talk.
- SOCIAL STRATEGIES – the learner works with others effectively, asks questions for the clarification of a confusing point, asks for help in doing a language task, talks to a native-speaking conversation partner, explores cultural and social norms.
The first three groups directly involve the target language and its mental processing, whereas the remaining three allow for the control of the learning process, thus supporting language learning.
It is worth noting that there is no single set of strategies always used by good language learners. Actually, it is the careful orchestration of strategies, targeted in a relevant, systematic way at specific foreign language tasks, and consequently their ability to reflect on and articulate their own language learning processes that distinguish them from ineffective learners (Nunan, 1991).
LITERATURE
[1] Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
[2] Green, J. & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender, TESOL Quarterly, 29: 261-297.
[3] Nunan, D. (1991). Language teaching methodology, London: Prentice Hall.
[4] Purpura, J. (1997). An analysis of the relationship between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 42 (2): 289-325.
[5] Wong, L. L. C., & Nunan, D. (2011). The Learning Styles and Strategies of Effective Language Learners. System, 39: 144-163.
Autor teksta:
Ivana Marinković, Foreign Language Teacher
Akademija strukovnih studija Zapadna Srbija – Odsek Užice