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PRÁTICA DE ENSINO DE INGLÊS - I
Lesson 05 – Learning Strategies
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Agenda:
Brief Revision – Lesson 04
Topic for Discussion (On-Line Forum);
Learning;
Types of Learners;
How do people learn?
Learning Strategies;
Summary;
Bibliography;
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Chomsky´s Model
“We can now phrase the problem in the terminology used by the modern study of language and mind. Language acquisition can be seen as the transition from the state of the mind at birth, the initial cognitive state, to the stable state that corresponds to the native knowledge of a natural language. 
Poverty of stimulus considerations support the view that the initial cognitive state, far from being the tabula rasa of empiricist models, is already a richly structured system. The theory of the initial cognitive state is called Universal Grammar; the theory of a particular stable state is a particular grammar. Acquiring the tacit knowledge of French, Italian, Chinese, etc., is then made possible by the component of the mind–brain that is explicitly modeled by Universal Grammar, in interaction with a specific course of linguistic experience”.(Chomsky, 2002, p. 8).
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
On-Line Discussion – Lessons 04 & 05:
According to Nunan (1999), strategies are mental and communicative processes used by students in order to learn and use a foreign language. Discuss.
Rebecca Oxford (1990) argues that one of the reasons why strategies are important is because students who develop learning strategies learn more easily and are more self-confident.
To what extent do you reckon the statements above are true? During our on-line discussions, bear in mind that you must support of view, either by giving examples or using other sources of information.
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Learning:
According to Krashen (1982, p. 10) “the term ‘learning’ [refers] to conscious knowledge [...], knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is ‘knowing about’ a language, known to most people as ‘grammar’ or ‘rules”.
Learning = conscious knowledge
Questions: 1) How do people learn language? 2) What possible stages does learning involve?
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LEARNING STRATEGIES – LESSON 05
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A student´s progress when learning a new item ...
Ignorance
Noticing
Understanding
Practice
Exposure
Active Use
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
An Overview of the Learning Process:
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Definition: Strategy & Learning Stragegy
Strategy: “A plan, a method, or series of maneuvers for obtaining a specific goal or result”. (www.dictionary.com)
Learning Strategy: “...language learning strategies (are) specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing L2 skills. These strategies can facilitate the internalization, storage, retrieval, or use of the new language. Strategies are tools for the self-directed involvement necessary for developing communicative ability.” (Oxford, 1992/1993, p. 18)
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LEARNING STRATEGIES – LESSON 05
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How can we systematize learning strategies? 
If a strategy is considered as a set of actions aiming at achieving a goal, we can say that strategies are usually goal-oriented. In our case, the aim is to master a second language. More specifically, strategies can help students:
Develop their communicative competence;
Become more autonomous;
Learn faster;
The main idea is to enable students to use a linguistic system adequately in everyday situations, taking into account the functions and varieties of language, as well as the sociocultural situation they are engaged in.
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Strategies Themselves ...
We can divide language learning strategies into two big classes:
 
Direct strategies → the ones used directly in dealing with a new language, which help students store and retrieve information.
Indirect strategies → the ones used to support and manage learning by helping students regulate the learning process.
Direct strategies → hands-on procedures
Indirect Strategies → managerial & theoretical procedures 
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Direct Strategies:
1) Memory strategies: these strategies are based on making association and reviewing. Whenever a student is faced with a challenge of vocabulary learning, s/he can associate the new word(s) or expression(s) with visual images. 
2) Cognitive strategies: They allow students to manipulate or transform the target language. Students do so by repeating, summarizing and/or transforming the language. 
3) Compensation strategies: these strategies allow students to comprehend the target language when their knowledge of the grammar and vocabulary of this language is not good enough.
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PRÁTICA DE ENSINO DE INGLÊS - I
Indirect Strategies:
1) Metacognitive strategies: these strategies allow students to plan language learning effectively by identifying the best way of learning, and also by identifying their own learning needs, planning an assignment, collecting and organizing materials, establishing time and place for studying, monitoring mistakes and evaluating his/her success in performing an activity.
2) Affective strategies: Affective factors can influence learning in an important way. Some affective strategies concern the learner being able to identify his/her level of anxiety, talk about his/her feelings, and reward him/herself for a positive result in performance, among others.
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PRÁTICA DE ENSINO DE INGLÊS - I
Indirect Strategies – Cont.:
3) Social strategies: some social strategies include asking for clarification, asking for help, exploring social and cultural norms, among others. They help learners to understand the assignment at hand better as well as motivate group work. Group work is important because communication occurs between people and also because it promotes cooperation among learners. Cooperation between learners is more effective than competition because it focus on group union, instead of on adversary parts.
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Learning Strategies in the Classroom:
When planning a lesson, there are some issues you should bear in mind:
Making an Agenda: it helps students understand what the aims of the lessons are. Also, it serves as a guide and helpful tool to promote sense of achievement at the end of the class;
Elicitation: think of the best ways to draw out information from students. Elicitation will help you notice at what stage students are and how to work forward from there;
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PRÁTICA DE ENSINO DE INGLÊS - I
Learning Strategies in the Classroom:
3) Smoothly move between stages: There must be a reasonable pace between stages so that students call follow you. Also, by doing this, ALL students will be given the chance to participate and contribute with their ideas;
4) Different patterns of interaction: Asking students to work in pairs/trios to negotiate information/meaning is a profitable way to reduce your Teacher Talking Time (TTT) and maximize Students´ Talking Time (STT);
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Learning Strategies in the Classroom:
5) Variety: Having the same sequence of activities makes your lessons completely predictable. By making use of different resources (e.g. videos, songs, printed materials, etc.), your students will be more focused on your instructions/procedures, and will be more motivated in class;
6) Monitoring & Feedback: Students are always eager to know whether they have been doing a good job or not. Through monitoring, you can make notes on positive/negative aspects of their production, which will give you invaluable data with a view to giving them important feedback on their performace. 
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Learning Strategies in the Classroom:
7) Timing: Ideally, there should be a good distribution of time for each activity. If you spend too much time on a single exercise, students may become bored, which may compromise the lesson as a whole;
8) Practice: Students should have a more active participation in class. If they are just overloaded with information without being given the chance to practice, their autonomy as learners will never be developed. Moving from controlled to freer practice activities will engage students into a more confident way to use the target language.
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Summary:
Revised the Different Perspectives on Language Acquisition;
Revised the Definition of Learning;
Learning Process;
Strategies & Learning Strategies;
Tips on Planning a Lesson;
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LEARNING STRATEGIES – LESSON 05
PRÁTICA DE ENSINO DE INGLÊS - I
Bibliography:
ELLIS, Rod. Second language acquisition. Oxford: OUP, 1997.
HARMER, Jeremy. The practice of English language teaching. Essex: Pearson Longman, 2007.
SCRIVENER, Jim. Learning teaching. Oxford: Macmillan, 2009.
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