LEARNING STRATEGIES

GROUP 3
CLASS ING - C
1. AFRIAN
14178001/2014
2. IMPIANI ZAGOTO
14178024/2014

APPLIED LINGUISTIC
SUBJECT

Learning
Strategies
1. Definitions of Learning
Strategies
2. Methods used to investigate learning
strategies
3. Classifying learning
strategies
4. Factors affecting strategy
choice
5. Learning strategies and language
learning
6. Correlational studies employing statistical
procedures
7. Training learners in the use of learning
strategies

1. Definition of Learning
Strategies
General Definition

Mental or behavioral activity

related to some specific stage in
the overall process of language
acquisition or language use
Learning
Strategies

Mediating
Role

The relationship between individual learner

differences,
situational
factors,
learning
strategies, and learning outcomes

Researcher
s

PROBLEMS???
Different Definitions

The Characteristic of Learning

1. Strategies refers to general approaches and
Strategies
specific actions or techniques to learn L2
2. Strategies are problem oriented
3. Learners are aware with their strategy use
4. Strategies involve linguistic behavior and non
linguistic
5. Linguistic strategies can be performed in the L1
and L2
6. Some strategies are behavioral while others are
mental
7. Strategies contribute indirectly and directly to
learning
8. Strategy as a result both kind of task and
individual learner preferences
Production sets that exists
For research
as declarative knowledge
purpose
and are used to solve some
learning problem

2. Methods used to investigate learning

strategies
Structure interviews and
questionnaires
Diaries
studies
Think aloud
tasks
Pair thinking
aloud

3. Classifying Learning
Strategies 1. The learners capacity
1). Skehan
(1989)

2). Naiman et
al
3). Rubin
(1981)

on
the
learning
situation
2. The
learners
technical
predispositions
3. The learners capacity
to evaluate
Active task approach
Clarification/Verificatio
n

4). OMalley and Chamot (1987), Wenden (1991)

and Oxford (1990) give important contribution about
knowledge of learning strategies

OMalley and Chamots typology of learning

strategies (Chamot, 1987)

OMalley and Chamots typology of learning

strategies (Chamot, 1987)

OMalley and Chamots typology of learning

strategies (Chamot, 1987)

Strategy system: Overview (Oxford,

1990:16)

4. Factors affecting
strategy choice
Individual learner
differences
Beliefs about language
learning
Learner
Factors
The learners personal
background
Situational and social
factors
Factors in strategy
use

5. Learning strategies and

language learning

The Good Language Learner

studies

The Good Language Learner

studies

Five aspects of successful language learning

The Good Language Learner studies
1. A concern for language
form
2. A concern for communication (functional
practice)
3. An active task
approach
4. An awareness of the learning
process
5. A capacity to use strategies flexibly in accordance
with task requirements

6. Correlational studies
statistical procedures
1). Bialystok

employing

The relationship between

strategies and L2 proficiency

four

2). Politzer and

McGroartys
(1985)

The relationship behaviours learners

using 1) Study inside the classroom,
2) Individual study, 3) Social
interaction outside the classroom

3). Mangubhai
(1991)

The relationship different behaviours

learners on 1) Form, 2) On Meaning,
3) On memory (retrieval and
storage)

Studies of Vocabulary-learning strategies

Cohen and Aphek

(1981)

The use of mnemonic

association
aids
vocabulary learning

Brown and Perry

(1991)

The success of three

vocabulary-learning
strategies

The study of vocabulary-learning strategies is a promising

area of enquiry

Studies of learning strategies used by

children
Wong-Fillmores
(1976;1979)

Chesterfield and
Chesterfield
(1985)

The use of Join a

Group strategy

How childrens learning

strategies change as their
knowledge of the L2
develops

It is not clear, whether the differences in the kind

strategies used by adult and child subjects is a reflection of
their age or of the research methodology

Relating learning strategies to second language

development
1. The strategies that learners elect to use reflect
their general stage of L2 development.
2. Successful learners appear to use learning
strategies more frequently and in qualitatively
different ways than learners who are less successful
3. Successful language learning involves attention to
both form and meaning
4. Different kinds of learning strategies may
contribute to different aspects of L2 proficiency
5. Learners need to employ strategies flexibly by
selecting those strategies
6. Many learners appear to under-utilize this type of
strategy
7. The more successful adult learners are better able
to talk about the strategies they use
8. The learning strategies used by children and adult
may differ

7. Training Learner in the use of learning

strategies
Bialystok (1983b)

Strategy training particularly

useful
in
vocabulary
acquisition

Cohen and
Aphek (1980)

Gave adult learners of L2 in

how to learn vocabulary
through associations

O Malley et al
(1985b)

The effect of strategy training

on vocabulary learning and
performance on a listening
and a speaking task

Conclusion

1. Discussions of learning strategies conclude with

the problems that have surface and need to be
addressed before progress can be made
2. There is no agreement about what constitutes a
learning strategy
3. Considerable progress has been made in
developing taxonomies of learning strategies.
Three
way
distinction
between
cognitive,
metacognitive, and social/affective strategies

COMMENTS

1. (Mike): 1) the time of presentation, 2) more

explanation
about
factors
affecting
strategy choice (The learners personal
background.
2. (Lauri): the problem of not only definitions
but also all the definition have unclear
information, unconsciously, because that
the authors make the characteristic about
learning strategies.
3. (Rahmi): It should explain about more the
observation method.

QUESTIONS

1. How can we determine that best strategies

that can be applied in the classroom
according to the difference of the
students? (Sri)
2. (Yeni) how to determine the strategy of
these three steps and the how the strategy
in the classroom?
3. What are the difference of strategy,
method and approach? (Ari)

FEEDBACK & ANSWER

1. (Impiani): In the classroom, there are best and

also low student. So, to choose best strategy is
based on the student needs.
(Rian): There
(Hasrat): In the classroom consist of high,
standard, low students. There is strategy by
using dictation. Based on this strategy, there
are combination of reading, and write.

FEEDBACK & ANSWER

2. (Impiani): In the classroom, there are best and

also low student. So, to choose best strategy is
based on the student needs.
(Rian): There
(Hasrat): In the classroom consist of high,
standard, low students. There is strategy by
using dictation. Based on this strategy, there
are combination of reading, and write.

FEEDBACK & ANSWER

Strategy

= Some planning

Method = A way something is done

Approach

= treating Something in a certain way

FEEDBACK & ANSWER

Mr Zaim:
1. The language learning strategies
2. There are several kind of strategies that can
be use by the learners. How can we applied
the strategy? We can use the strategy in the
process of teaching. This article explain about
good