Learning Strategies

Learner differences include, among others, factors classified under the following
three areas:

1. learning styles;
2. learning strategies; and
3. affective variables.

Ehrman (2003, p.313)

Learner Strategies Defined

Learning strategies are procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness. 

Learning strategies are important in second language learning and teaching for two major reasons. First, by examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social, and affective processes involved in language learning. The second reason supporting research into language learning strategies is that less successful language learners can be taught new strategies, thus helping them become better language learners (Grenfell & Harris, 1999).

Chamot (2005, p.112)

Studies identified the good language learner as one who is a mentally active learner, monitors language comprehension and production, practices communicating in the language, makes use of prior linguistic and general knowledge, uses various memorization techniques, and asks questions for clarification.

Chamot (2005, p.115) 

Good language learners are skilled at matching strategies to the task they were working on, whereas less successful language learners apparently do not have the metacognitive knowledge about task requirements needed to select appropriate strategies.

Chamot (2005, p.116) 

A given learning strategy is neither good nor bad; it is essentially neutral until it is considered in context. A strategy is useful under these conditions: 

(a) the strategy relates well to the L2 task at hand, 

(b) the strategy fits the particular student’s learning style preferences to one degree or another, and 

(c) the student employs the strategy effectively and links it with other relevant strategies. 

Strategies that fulfill these conditions ‘‘make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations’’ (Oxford, 1990, p. 8) and enable more independent, autonomous, lifelong learning (Allwright, 1990; Little, 1991).

Ehrman (2003, p.315)

Oxford (1990, 1992) developed the Strategy Inventory for Language Learning (SILL), which uses factor analyses to group strategies into six categories. Oxford (1990) identified six major groups of L2 learning strategies:

1. Cognitive strategies enable the learner to manipulate the language material in direct ways, e.g., through reasoning, analysis, note-taking, and synthesizing.

2. Metacognitive strategies (e.g., identifying one’s own preferences and needs, planning, monitoring mistakes, and evaluating task success) are used to manage the learning process overall.

3. Memory-related strategies (e.g., acronyms, sound similarities, images, key words) help learners link one L2 item or concept with another but do not necessarily involve deep understanding.

4. Compensatory strategies (e.g., guessing from the context; circumlocution; and gestures and pause words) help make up for missing knowledge.

5. Affective strategies, such as identifying one’s mood and anxiety level, talking about feelings, rewarding oneself, and using deep breathing or positive selftalk, help learners manage their emotions and motivation level.

6. Social strategies (e.g., asking questions, asking for clarification, asking for help, talking with a native-speaking conversation partner, and exploring cultural and social norms) enable the learner to learn via interaction with others and understand the target culture.

Ehrman (2003, p.316-317)

Reflection:

Q.  In what ways does learning strategies challenge the 'traditional' role of the teacher as the transmitter of knowledge?

As we learn more about SLA the role of the teacher is becoming more and more diversified to support the highly complex process of language learning and the almost infinite combinations of classroom activities that can take place.  The teacher has to assume a variety of roles to nurture learning: coach, co-ordinator, consultant, mentor, motivator, guide, role model, reference etc.

Adrian Underhill proposes three kinds of teacher to offer some simplification to the many types of teachers which could be considered: the explainer, involver and enabler (Scrivener 2011). 

References:

Chamot (2005) Language Learning Strategy Instruction: Current Issues and Research. Annual Review of Applied Linguistics, 25, 112–130.

Ehrman, et al (2003) A brief overview of individual differences in second language learning.

Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge.

Scrivener, J. (2011) Learning Teaching.