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what are your favorite things to do when
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you study how much help do these habits
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or practices give you in your studies
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this video deals with strategies based
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instruction here we will talk about many
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different strategies that are key to
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learner autonomy and language learning
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strategies that Foster memory and
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cognition
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metacognition or students ability to
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understand their own thinking and
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learning processes effective strategies
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social strategies and many more as we
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seek to make the language classroom an
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effective menu for learning it has
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become increasingly apparent that
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teaching Learners how to learn is
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crucial that is according to Brown in
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2006 the first group of strategies is
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called direct strategies
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under the direct strategies we have
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memory cognitive and compensation
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strategies let us tackle the memory
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strategies first
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the first strategy is creating mental
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linkages there are three ways of
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achieving that first is grouping second
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is associating or elaborating and third
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placing new words into a context
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grouping by grouping each data point
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into a larger hole you can improve the
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amount of information you can remember
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associating or elaborating
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it is a very powerful memory strategy
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that allows the brain to connect
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something it's already familiar with to
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something new that it is not familiar
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with by connecting the unfamiliar to The
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Familiar the brain more easily is able
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to learn and remember the unfamiliar
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select a vivid image that represents a
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brain or title of the majority of
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objects or keywords to be remembered
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blazing new words into a context
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using acronyms is a kind of Blazing new
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words into a context in order to
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remember them better
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applying images and sounds
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first one is using image rate next is
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semantic mapping
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semantic mapping is a strategy for
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graphically representing Concepts
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asthmatic word map allows students to
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conceptually explore their knowledge of
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a new word by mapping it with other
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related words or phrases similar in
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meaning to the new word
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next is using keywords
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it is a valuable technique used to
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memorize the meaning behind vocabulary
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words
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and lastly representing sounds in memory
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this strategy helps Learners remember
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what they hear by making auditory
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browsers and visual representations of
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sounds
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the next strategy is reviewing well
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this is reviewing and carefully spaced
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intervals at first close together and
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then more widely space apart this
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strategy might start for example with a
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review 10 minutes after the initial
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learning then 20 minutes later an hour
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or two later
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a day later
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two days later a week later and so on
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finally employing action
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the first time under this is using
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physical response or sensation this is
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physically acting out a new expression
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for example going to the door
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or meaningfully relating a new
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expression to a physical feeling or a
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sensation for example warmth
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the second type is mechanical techniques
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creative but tangible activities are
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employed in order to remember a new
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target language information such as
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writing words on cards and moving cards
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from one stack to another when a word is
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learned and putting different types of
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material in separate sections of a
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language learning notebook
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the second set of strategies under the
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direct strategies is cognitive
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strategies first off under cognitive
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strategies is practicing
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the following techniques may be done
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under this strategy
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one is repeating such as listening to
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something several times
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rehearsing imitating a native speaker
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two formally practicing with sounds and
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writing systems such as pronunciation or
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writing exercises
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three
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recognizing and using formulas and
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patterns
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4. recombining such as combining known
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elements and new ways to produce a
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longer sequence as in linking one phrase
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with another in a whole sentence
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and flies practicing
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naturalistically or practicing the new
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language in natural realistic settings
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as in participating in a conversation
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the next strategy under cognitive
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strategies is first receiving and
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sending messages such as using skimming
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to find out the main ideas or scanning
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to find specific details of Interest
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this helps Learners understand quickly
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what they hear or read in the new
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language
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second using resources for receiving and
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sending messages such as using print or
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non-print resources to understand
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incoming messages or produce outgoing
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messages
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the next one is analyzing and reasoning
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there are five techniques under this one
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reasoning deductively or using general
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rules and applying them to new target
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language situations
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too
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analyzing expressions
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by using the definitions of different
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parts to understand the meaning of the
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whole expression three analyzing
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contrastively or across languages such
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as comparing elements like sounds
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vocabulary grammar of the new language
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with elements of One's Own language to
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find out similarities and differences
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4. translating or converting a target
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language expression into the native
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language and vice versa
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and five transferring or applying
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directly knowledge of words Concepts or
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structures from one language to another
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the last set is creating structure for
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input and output the techniques are
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taking notes summarizing and
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highlighting
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taking notes
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this entails writing down the main idea
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for a specific point this strategy can
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involve raw notes or it can comprise a
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more systematic form of note-taking such
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as the shopping list format the T
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formation the somatic map or the
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standard outline form
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summarizing making a summary are
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abstract of a longer Passage
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[Music]
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highlighting using a variety of emphasis
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techniques such as underlining starring
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or color coding to focus on important
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information in a passage
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we now have the compensation strategies
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the first one is guessing intelligently
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which are of two types using linguistic
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cues and using other Clues such as
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context clues the second one is
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overcoming limitations and speaking and
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writing under this we have switching to
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the mother tongue this entails using the
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mother tongue for an expression without
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translating it this strategy may also
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include adding word endings from the new
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language onto words from the mother
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tongue
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next is getting help asking someone for
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help or explicitly asking for the person
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to provide the missing expression in the
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target language
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using mime or gesture
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using physical motion such as mime or
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gesture in place of an expression to
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indicate the meaning avoiding
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communication partially or totally
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partially or totally avoiding
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communication when difficulties are
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anticipated this strategy may involve
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avoiding Communication in general
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avoiding certain topics avoiding
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specific expressions or abandoning
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communication and mid-autrains
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selecting the topic this involves
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choosing the topic of conversation in
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order to direct the communication to
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one's own interests and make sure the
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topic is one in which the learner has
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sufficient vocabulary and grammar to
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converse
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adjusting or approximating the message
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it entails altering the message by
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omitting some items of information
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making ideas simpler or less precise or
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saying something slightly different that
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means almost the same thing such as
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saying pencil for pen
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coining words
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that is making up new words to
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communicate the desired idea such as
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chortle a word created by Lewis Carroll
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by blending chuckle and snort
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and lastly using a circumlocution or a
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synonym
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this is getting the meaning across by
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describing the concept that is
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circumlocution or using a word that
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means the same thing that is synonym
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we will now tackle the indirect
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strategies
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the first set of strategies under this
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is metacognitive strategies
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metacognitive strategies include three
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strategy sets
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centering your learning
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arranging and planning your learning and
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evaluating your learning
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centering your learning this set is
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composed of three strategies the top
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Learners to converge their attention and
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energies on certain language tasks
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activities skills or materials the use
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of these strategies provides a focus for
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language learning the first strategy
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under this set is overviewing and
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linking with already noon material
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this strategy can be accomplished in
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many different ways but it is often
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helpful to follow three steps learning
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why the activity is being done
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building the needed vocabulary and
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making the associations
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the second strategy is paying attention
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it entails deciding in advance to pay
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attention in general to a language
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learning task and to ignore distractors
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by directed attention and to pay
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attention to specific aspects of The
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Language by selective attention
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the third is delaying speech production
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to focus on listening deciding in
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advance to delay speech production in
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the new language either totally or
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partially until listening comprehension
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skills are better developed
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arranging and planning your learning
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this contains six strategies all of
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which help Learners to organize and plan
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so as to get the most out of language
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learning these strategies touch many
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areas
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finding out about language learning
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organizing the schedule and the
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environment
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setting goals and objectives
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considering task purposes
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planning for tasks
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seeking chances to practice the language
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let us take the first one
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finding out about language learning
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it involves making an effort to find out
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how language learning works by reading
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books and talking with other people and
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then using this information to help
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improve one's own language learning
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organizing the schedule and the
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environment
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this entails understanding and using
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conditions related to Optimal learning
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of the new language organizing one's
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schedule physical environment and
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language learning notebook
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setting goals and objectives
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it includes setting aims for language
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learning including long-term goals such
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as being able to use the language for
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informal conversation by the end of the
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year or short-term objectives such as
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finishing reading a short story by
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Friday
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considering task purposes
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for example listening to the radio to
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get the latest news on the stock
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exchange reading a play for enchantment
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or speaking to the cashier to buy a
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train ticket and so on planning tasks
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this strategy includes four steps
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one describing the task or situation
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two determining its requirements three
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checking one's own linguistic resources
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and four determining additional language
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elements are functions necessary for the
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task or situation
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seeking chances to practice the language
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this is finding opportunities to
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practice the new language in
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naturalistic situations such as watching
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movies using the second or foreign
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language
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attending to a party or the language
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will be spoken
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or joining an international Social Club
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evaluating your learning in this set are
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two related strategies both aiding the
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Learners and checking their language
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performance one strategy involves
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noticing and learning from errors and
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the other concerns evaluating overall
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progress
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self monitoring
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identifying errors and understanding or
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producing the new language determining
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which ones are important tracking the
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source of important errors and trying to
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eliminate such errors
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self-evaluating
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evaluating your own progress in the new
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language for instance by checking to see
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whether you are reading faster and
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understanding more now than one month or
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six months ago
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we now have the effective strategies
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the term effective refers to emotions
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attitudes motivations and values it is
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impossible to overstate the importance
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of the effective factors influencing
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language learning language Learners can
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gain control over these factors through
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effective strategies
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the three main sets of effective
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strategies exist and they are
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lowering your anxiety encouraging
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yourself taking your emotional
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temperature
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let's take first one
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lowering your anxiety
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three anxiety reducing strategies are
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listed here
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each has a physical component and a
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mental component the first one is using
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Progressive relaxation deep breathing or
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meditation
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this refers
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to using the technique of alternately
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tensing and relaxing all of the major
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muscle groups in the body as well as the
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muscles in the neck and the face in
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order to relax or the technique of
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breathing deeply from the diaphragm or
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the technique of meditating by focusing
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on a mental image or a sound
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second is using music
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this involves listening to soothing
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music such as a classical concert
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as a way to relax
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third is using laughter
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using laughter to relax by watching a
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funny movie reading a humorous book
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listening to a joke and so on
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the second set of effective strategies
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is encouraging yourself
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this set of three strategies is often
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forgotten by language Learners
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especially those who expect
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encouragement mainly from other people
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and do not realize they can provide
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their own
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however the most potent encouragement
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may come from inside the learner
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there are three strategies under this
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set
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self-encouragement includes making
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positive statements
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taking risks wisely and rewarding
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yourself
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let us tackle making positive statements
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this entails saying or writing positive
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statements to oneself in order to feel
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more confident in learning the new
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language
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taking risks wisely
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it is pushing oneself to take risks in a
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language learning situation even though
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there is a chance of making a mistake or
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looking foolish
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risks however must be tempered with good
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judgment
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rewarding yourself this is giving
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oneself a valuable reward for a
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particularly good performance in the new
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language
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here are some examples of tangible
00:19:52
Rewards
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Maria rewards herself for good work
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we're watching a favorite TV show
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Annie It's a big pizza Ronald eats ice
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cream
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Louise
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calls up a friend for a long chat
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Ernie takes his family out for a
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relaxing drive or walk by the lake
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[Music]
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the next set of strategies is taking
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your emotional temperature
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the four strategies in this set help
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Learners to assess their feelings
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motivations and attitudes and in many
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cases enable them to relate to the
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language tasks
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unless Learners know how they are
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feeling and why they are feeling that
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way they are less able to control their
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effective side
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the strategy is in this set are
00:20:51
particularly helpful for Discerning
00:20:53
negative attitudes and emotions that
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impede language learning progress
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one listening to your body
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this is paying attention to signals
00:21:05
given by the body these signals may be
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negative reflecting stress tension worry
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fear and anger or they may be positive
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indicating happiness and trusts calmness
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and pleasure
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two using a checklist this is used to
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discover feelings attitudes and
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motivations concerning language learning
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in general as well as concerning
00:21:35
specific language tasks foreign
00:21:39
a language learning diary
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writing a diary or a journal to keep
00:21:45
track of events and feelings and the
00:21:47
process of learning a new language
00:21:51
four discussing your feelings with
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someone else
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talking with another person like a
00:21:58
teacher friend or relative to discover
00:22:01
and express feelings about language
00:22:04
learning
00:22:05
the next group of strategies is social
00:22:09
strategies
00:22:11
language is a form of social behavior it
00:22:15
is communication and communication
00:22:17
occurs between and among people learning
00:22:22
a language thus involves other people an
00:22:25
appropriate social strategies are very
00:22:29
important in this process
00:22:31
there are three sets under this group of
00:22:34
strategies one asking questions two
00:22:39
cooperating with others
00:22:42
three
00:22:43
emphasizing with others
00:22:46
first is asking questions
00:22:49
under this set we have two strategies
00:22:53
asking questions for clarification or
00:22:56
verification
00:22:58
and
00:22:59
asking for a correction
00:23:03
let us take the first strategy
00:23:05
asking questions for clarification or
00:23:08
verification
00:23:10
this entails asking the speaker to
00:23:13
repeat
00:23:14
paraphrase explain slow down or give
00:23:19
examples
00:23:20
asking if a specific utterance is
00:23:23
correct or if a rule fits a particular
00:23:26
case
00:23:28
paraphrasing or repeating to get
00:23:30
feedback on whether something is correct
00:23:33
the second strategy is asking for
00:23:37
correction
00:23:39
this involves asking someone for
00:23:41
correction in a conversation
00:23:44
this strategy most often occurs in
00:23:47
conversation but may also be applied to
00:23:50
writing
00:23:53
the second set of strategies under
00:23:55
social strategies is cooperating with
00:23:59
others
00:24:01
this set has two strategies that involve
00:24:04
interacting with one or more people to
00:24:07
improve language skills they are
00:24:10
cooperating with peers and cooperating
00:24:13
with proficient users of the new
00:24:16
language
00:24:17
these strategies are the basis of
00:24:21
Cooperative language learning which not
00:24:24
only increases Learners language
00:24:26
performance but also enhances self-worth
00:24:30
and social acceptance
00:24:32
let us tackle the first one
00:24:35
cooperating with peers this strategy can
00:24:39
involve a regular Learning Partner or a
00:24:43
temporary pair or small group this
00:24:46
strategy frequently involves controlling
00:24:49
impulses toward competitiveness and
00:24:52
rivalry
00:24:53
[Music]
00:24:54
the second one is cooperating with
00:24:57
proficient users of the language this
00:25:01
strategy involves working with native
00:25:04
speakers or other proficient users of
00:25:07
the new language usually outside of the
00:25:11
language classroom
00:25:13
the third strategy set is empathizing
00:25:17
with others
00:25:19
empathy can be developed more easily
00:25:22
than language Learners use these two
00:25:25
strategies
00:25:26
one
00:25:28
developing cultural understanding
00:25:31
this involves trying to empathize with
00:25:34
another person through learning about
00:25:37
the culture and trying to understand the
00:25:40
other person's relation to that culture
00:25:44
2. becoming aware of others thoughts and
00:25:48
feelings
00:25:49
this pertains to observing the behaviors
00:25:52
of others as a possible expression of
00:25:56
their thoughts and feelings and when
00:25:58
appropriate asking about thoughts and
00:26:02
feelings of others
00:26:05
there you have it language Learners and
00:26:08
future language teachers make this video
00:26:11
enrich your understanding and resolve to
00:26:15
becoming better at using the language
00:26:17
and eventually teaching them to your
00:26:20
future learners
00:26:23
foreign
00:26:25
[Music]
