Cognitive strategies refer to the language learning strategies of identification, retention, rehearsal and comprehension or production of words, phrases and other elements of the second language. Among other activities which fall into cognitive category, we can point to repetition, researching, translation, grouping, note taking, deduction recombination, imaginary, direct physical response auditory representation conceptualization elaboration, transfer and inference.
Cognitive Strategies in this taxonomy are similar to Memory Strategies, but are not focused so specifically on manipulative mental processing; they include repetition and using mechanical means to study vocabulary. Written and verbal repetition, repeatedly writing or saying
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Meta Cognitive Strategy
Meta cognitive strategies focus on pre-assessment and pre-planning, on-line planning and evaluation, and post evaluation of language learning activities. Learners can control their own cognition via these strategies and by coordinating the planning organizing and evaluating the learning process. There are some more strategies which are on the realm of meta-cognitive strategies such as the strategies of advance preparation, self-monitoring, delayed production, Self-evaluation and self-reinforcement.
Metacognitive strategies are used by students to control and evaluate their own learning, by having an overview of the learning process in general. As such, they are generally broad strategies, concerned with more efficient learning. To efficiently acquire an L2, it is important to maximize exposure to it. If the L2 is English, the pervasiveness of English-medium books, magazines, newspapers, and movies in most parts of the world offer an almost endless resource (if cost is not a problem). The strategy of interacting with native speakers whenever possible also increases input, and could be considered a Metacognitive Strategy if it is used as a controlling principle of language learning. Testing oneself gives input into the effectiveness of one's choice of learning strategies, providing positive reinforcement if progress is being made or a signal to switch strategies if it is
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Socio Affective Strategies
Socio-affective strategies take the appropriate actions of the learner to make communication with other related people around them, into considerations. Among such actions we can point to asking questions, asking questions, clarifying social roles and relationship or co-operating with others in order to complete the tasks. Socio-affective strategies also help students overcome their emotional, psychological and social problems, for instance reduction of anxiety and apprehensions.
It is obvious that context has an impotent role in acquisition of lexical items. In this vein, Coady (1997) suggested the use of vocabulary learning strategy instruction approach to improve vocabulary learning: “The proponents of this approach (learning strategy instruction) also believe that context is the major source of vocabulary learning but they express some significant reservations about how well students can deal with context on their own. As a result, there is considerable emphasize on teaching specific learning strategies to students so that they can effectively learn from context” (Coady, 1997, p.
.... Such strategies vary depending on the student’s ways of study. Otherwise, if the student lacks of metacognitive skills they waste hours studying and obtaining unsatisfactory outcomes. Metacognition is linked to an elevated intellectual capacity in order for students to learn efficiently and with minor effort.
When a student learns a new concept, that information is stored in one of two ways - linguistically or non-linguistically. Traditional instructional methods present new concepts linguistically to students; in other words, by having them read and/or listen to the information they are expected to learn. In the student’s long-term memory, that information would be formed in a fashion similar to a sentence. On the other hand, Non-linguistic r...
From my prior experience as an educator, the collaboration between a teacher and a student is evident in retrospective miscue analysis discussions as it results in a dynamic instructional intervention. As a future TESOL educator, I will employ retrospective miscue analysis approach in my classroom with my English language learners and also use this approach to support students with diverse learning styles, including students with learning disabilities. Hence, through RMA assessment approach and discussions, aspects of metacognitive discussions, motivation and revaluing are intertwined and iterative thereby building understanding about reading in helping students become more effective and efficient readers.
Cognitive means to learn, to observe, to experience. When applied to psychology it is further broken down into how that particular learning observations and experience directs a person's development. Factors such as physical, emotional, educational and behavioural cognitive (copycat learning) are influenced by parents...
In this study, 13 people have answered “No,” when they were asked if they used any specific memory strategies. There was 10 people that has used the recall and recite method to memorize things, 8 people used word association to try relate materials to something their familiar with. Also, there were 7 people that wrote information down in order to rehearse it, while 5 people used flashcards to go over their material. There are 3 groups of 2 people that used color coding, reading things out loud and making a note to remember things. On the contrary, there are 5 groups of memory strategies that a person
From the past five weeks in university, metacognition and both surface and deep learning approaches are revealing into my learning experiences. Previewing each week topics, examining the knowledge by tests, and listing concepts during revisions are showing three metacognition elements. Likewise, attending quizzes and tutorials prove the significances for two metacognition skills. In addition, improving critical review writing in university level indicates the differences between surface learning and deep processing. The analysis between the concepts and learning experiences will be present further in details in the next section.
According to numerous references in the field of Psychology, a cognitive psychologist is an individual that studies topics such as thinking, problem-solving, learning, attention, memory, forgetting, and language acquisition, among several others. Cognitive psychology is the branch of psychology that studies mental processes, and its core focus is on how people acquire, process, and store information. While great research has been done within the field of psychology, there are individuals such as B.F. Skinner who criticize its strides, purposes, and research methods.
First and foremost, Jones and McLachlan (2009) argue that the acquisition of a new language within the classroom setting is best achieved when key linguistic competences such as, speaking, listening, writing and reading are interlinked to create a whole language experience (Jones and Coffey 2013; Kirsch 2008). Gardner (1983) researched into cognitive processes and suggested in his seminal theory that there is the existence of seven forms of intelligence, which are regularly targeted within the MFL lessons, such as kinaesthetic, visual, musical, intrapersonal, interpersonal, logical and verbal-linguistic learning (Goswami and Bryant 2007; Jones and Coffey 2013; White 2005). This suggests that if teachers provide opportunities for the pupils to access and participate in the learning, and make available ample opportunities for pupils to contribute their understanding (McCallum et al. 2000; Pachler et al. 2007) that children can be assessed using different assessment strategies suited to the learning style (LGfL 2011). As a result the scheme of work (Appendix 1) adopts a range of kinaesthetic, visual, audible learning strategies throughout and using a range of resources also allows assessment to consider the l...
learning strategies in general (Nation, 2001) are important due to the fact learning of vocabulary often poses some
The present reaction paper is based on the article called Language Learning Strategies in a Nutshell: Update and ESL Suggestions, written by Rebecca L. Oxford (2004). In her article, the author refers to learning strategies in and out of the field of second language (henceforth L2). She defines strategies as the conscious plans or actions taken by learners to improve their progress in developing L2 skills and their communicative abilities. Oxford claims that according to research, explicit instruction on language learning strategies is beneficial for students in one of two main areas: overall proficiency or specific skill improvement. From this perspective, it is believed that explicit instruction on language learning strategies allows students to become good language learners who know, and understand that the use of strategies can be beneficial and even transferable to other fields of study.
For decades, foreign language teachers wandered in a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old). Clearly, language teaching methodology was in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Various studies have observed the impact of incidental learning vs. intentional learning. As expressed in Schmitt´s (2008) review, although learners acquired new vocabulary it was at the expense of acquiring adequate knowledge of
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Royanto (2012) conducted a study in order to investigate an intervention programme based on scaffolding to improve metacognitive strategies in reading. He used three activities named reciprocal teaching, tutoring with peers, and reading as a homework in order to improve students’ metacognitive strategies. He revealed that the intervention was effective for helping novice students to use metacognitive strategies. He added that the intervention programmes activated the strategies that the students knew but they had not been able to use them.