Introduction

Our group has been assigned to design three language learning strategies based on
several proposed language learning models. Therefore, we have decided to apply Cohen’s
model (1998) as well as Chamot’s model (1999) as our guidelines to design our language
learning strategies. Hence, Cohen’s model serves as our guide in planning the first two
strategies and Chamot’s model was incorporated in our third strategy. The main reason why
we have chosen Cohen’s model to be incorporated in the first two strategies is due to its
uniqueness whereby it describes and prescribes what a teacher should do (Liu 2010) . Thus,
this is compatible with the strategies designed as the steps in both the strategies clearly show
what kinds of roles the teacher should be playing conducting the activities. Aside from that,
from the roles of the teachers that were described and prescribed by Cohen in its model, it is
also clear that teacher plays the role as the facilitator and provides ample guidance from its
roles as a language learner and a coach (Liu 2001). This is in accord with the strategies that
have been designed as the activities in both the strategies require teacher’s guidance and
facilitation before the pupils are allowed to complete the given tasks independently or in
pairs/groups. Aside from that, Cohen’s model also emphasises on the learners’ opportunity to
understand not only on what they can learn in the language classroom with the use of the
strategies, but also enable them to know how they could apply those strategies in helping
them to learn the language more effectively and efficiently (Cohen 2001). Hence, with the
application of Cohen’s model in our first two strategies designed, this would allow the pupils
to not only understand the content of the lesson taught but also able to learn on how to apply
the strategies introduced in aiding their language acquisition process.

Meanwhile, for the third strategy, our group has decided to incorporate Chamot’s
model due to its unique features whereby it integrates strategy learning into the content-based
and academic activities (Chamot 2005). Therefore, this will ensure that the strategy that has
been designed is applicable in terms of the content of the lesson as well as activities that were
tailored based on the strategy designed. Aside from that, by using Chamot’s model, teachers
and pupils were given the option to revisit prior instructional phases and this feature is
compatible with our third strategy as the strategy deals with intermediate and low proficient
pupils. By giving a chance to the pupils as well as the teacher to review back to the
presentation stage, this would allow the pupils especially the weaker ones to be able to
attempt the tasks that were assigned to them despite their level of proficiency. Last but not
least, as the third strategy included expansion activities for the pupils to apply the strategy
that they have learnt in the lesson, this is also in accord with Chamot’s model which also
includes the expansion phase whereby pupils were able to transfer the strategy that they have
learnt to a new task (Chamot 2005). By doing so, pupils as well as teachers are able to assess
and evaluate the effectiveness of the strategy designed as to whether it could help the pupils
to achieve their objectives in the lesson as compared to the first task.

After we have decided the models used in our planning, we moved on to identifying
the common problems faced by our learners in language learning as well as proposing
suitable strategies based on the learners’ need in order to facilitate their language learning
process. The first strategy that our group has designed is the “O.S.A.S” song which targets on
the Year 6 pupils with low proficiency levels and have problems remembering the order of
adjectives. This strategy is classified under the memory strategy in which it enables learners
to create a mental linkage and apply sounds during the language learning process. The main
purpose of this strategy is to enable the Year 6 pupils to arrange adjectives in the correct
order. By using the “O.S.A.S” song in the learning process, the learners will be able to
remember the order of the adjectives in a fun and meaningful way. As the order of the
adjectives was arranged in a mnemonic manner in this song, pupils will be able to remember
it easily as the tune of the song is familiar to all. Meanwhile, the teacher plays a minimal role
in this strategy as the facilitator whereby he/she will demonstrate the song and guides the
pupils to familiarise themselves with the song. Variation was also included in this strategy in
which pupils are given the freedom to use other tunes or actions in order to help them to
remember the order of adjectives based on the mnemonics that have been designed in this
strategy.

The second strategy that our group has designed is the “Chak-Chak” PhoChant which
targets on the Level 1 pupils who have problems in recognising and reproducing phonemes.
This strategy can be used by pupils who are of intermediate to low proficiency levels as they
might still be struggling to recognise as well as sound the targeted phonemes in the syllabus.
This strategy is classified under the memory strategy and social strategy as this strategy
requires pupils to co-operate with one another to create mental linkage and apply sounds
through the groups’ chant based on the given strategy. The main purpose of this strategy is to
enable pupils in Level 1 to recognise and reproduce the targeted phonemes with the use of
chant. By reciting the “Chak-Chak” PhoChant, it allows pupils to recognize the shape and the
sound of the phonemes. Hence, it enables the pupils to remember and produce the sound of
the targeted phonemes in a fun and meaningful way. In this strategy, teacher also acts as the
facilitator who demonstrates and guides the pupils to familiarise them with the chant before
assigning group tasks. Variation was included in this strategy in which pupils are able to add
in more phonemes after mastering the first few targeted phonemes and thus, this strategy is
also applicable for the advanced pupils. Meanwhile, for pupils who are less proficient,
samples of variation such as using different ways of reciting the chant or changing the actions
in order to help pupils to remember better are also included in this strategy.

Last but not least, our group has designed “Yes, I Can” strategy to help learners in the
language learning process. This strategy is applicable for pupils in Year 1 and 2 with
intermediate to low proficiency levels. This strategy is classified under the memory stage and
social stage as the activity required pupils to co-operate with one another in order to create a
mental linkage and apply sounds based on the given song. The purpose of this strategy is to
enable pupils to ask and answer questions using the modal “can”. By using song that
illustrates the way of using the modal “can” correctly, pupils are able to ask and answer
modal “can” questions in a fun and meaningful way through songs. Hence, this would reduce
pupils’ anxiety and fear when they are required to question their friends with the modal “can”
and respond to the given questions. For this strategy, expansion activity is also incorporated.
This can be seen in the steps of conducting the lesson whereby post activities were included
in which pupils are able to further apply the strategy that they have gained in the expansion
activity. By doing so, pupils are able to enrich their language learning process as well as
ensuring that the strategy that they have gained is also applicable in other tasks. Similarly
with the first two strategies, variation is also given in which pupils can vary the strategy by
using the song for other types of modals.

References:
Chamot, A.U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update.
In P.A. Richard-Amato & M.A. Snow (Eds.), Academic success for English language
learners: Strategies for K-12 mainstream teachers (pp. 87-101). White Plains, NY:
Longman.
Cohen, AD (2001). Preparing Teachers for Styles – and Strategies Based Instruction.
International Conference on Language Teacher Education, pg 1-21.
Liu, J. (2010). Language Learning Strategies and Its Training Model. International Education studies
3(3): 100-104.