Book contents
- Frontmatter
- Contents
- Acknowledgments
- Introduction
- Section I Approaches to Teaching
- Section 2 Lesson Planning and Classroom Management
- Section 3 Classroom Dynamics
- Section 4 Syllabus Design and Instructional Materials
- Section 5 Task and Project Work
- Section 6 Learning Strategies
- Section 7 Teaching Grammar
- Section 8 Teaching Pronunciation
- Section 9 Teaching Speaking
- Section 10 Teaching Listening
- Section 11 Teaching Vocabulary
- Section 12 Teaching Reading
- Section 13 Teaching Writing
- Section 14 Assessment
- Section 15 Technologies in the Classroom
- Section 16 Professional Development
- Credits
- Author Index
- Subject Index
Section 6 - Learning Strategies
Published online by Cambridge University Press: 10 November 2010
- Frontmatter
- Contents
- Acknowledgments
- Introduction
- Section I Approaches to Teaching
- Section 2 Lesson Planning and Classroom Management
- Section 3 Classroom Dynamics
- Section 4 Syllabus Design and Instructional Materials
- Section 5 Task and Project Work
- Section 6 Learning Strategies
- Section 7 Teaching Grammar
- Section 8 Teaching Pronunciation
- Section 9 Teaching Speaking
- Section 10 Teaching Listening
- Section 11 Teaching Vocabulary
- Section 12 Teaching Reading
- Section 13 Teaching Writing
- Section 14 Assessment
- Section 15 Technologies in the Classroom
- Section 16 Professional Development
- Credits
- Author Index
- Subject Index
Summary
INTRODUCTION
Interests in learning strategies began with the publication of papers collectively known as the “good language learner” studies (see Cohen & Weaver, 1998). Since then, hundreds of studies have been generated that look at different aspects of learning strategies and their roles in language learning. In an effort to make sense of the huge database and numerous research findings in this area, Oxford (1990, in Cohen & Weaver, 1998) differentiates learning strategies into the following categories:
COGNITIVE
Cognitive strategies involve the identification, retention, and retrieval of language elements. For example, students may use memory-enhancing strategies (e.g., the keyword method) to help them remember new words.
METACOGNITIVE
Strategies of this type deal with the planning, monitoring, and evaluation of language learning activities. For example, students may develop a plan for monitoring their progress by constantly comparing their current level of proficiency with the course goals outlined in the curriculum.
AFFECTIVE
Affective strategies are those that serve to regulate emotions, attitudes, and motivation. For example, students may read linguistically simplified books to develop a positive attitude toward reading materials.
SOCIAL
These strategies refer to actions learners take to interact with users of the language. For example, students may deliberately seek out opportunities to use the target language with native speakers of the language.
- Type
- Chapter
- Information
- Methodology in Language TeachingAn Anthology of Current Practice, pp. 121 - 123Publisher: Cambridge University PressPrint publication year: 2002