It can be perceived that the researchers use different terms to analyze the learning strategies. For instance, the term “learner strategy” is used by Wenden and Rubin (1987), O’Malley and Chamot (1990) use the term “learning strategies”, where as Oxford (1990) uses “language learning strategies”. Despite the use of different terminologies signifying language learning strategies, all of them do accept the basic features. Oxford gives a summary of her views of language learning strategies by elaborating twelve elementary features. They are below:
1. Strategies contribute to the main goal and communicative competence.
2. Strategies assist learners to become more self-directed.
3. Strategies allow for the expansion of teacher’s role.
4. Strategies
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The focus is directed to compiling inventories of learning strategies. These are observed are reported to be used by learners while acquiring knowledge (Rubin, 1975: 41-50, 1981: 117: 131). On the basis of interviews with second language students, she proposes that there are two main types of learning strategies that contribute directly or indirectly to language learning.
Rubin’s classification consists of six general strategies based on two major divisions. Fist portion contains six strategies that have direct contribution to learning process while the second has two strategies which contributes indirectly to the language learning process
Direct strategies
(1) Clarification/verification: asking for an example of how to use a particular word or expression.
(2) Guessing/inductive inferencing: using the clues from other items in the sentence/phrase, or keywords in a sentence to guess.
(3) Practice: experimenting with new words in isolation and in contest or using mirror for practice.
(4) Deductive reasoning: inferring grammatical rules by analogy, or grouping words according to similarity of endings.
(5) Memorization: taking notes of new items with or without texts and definitions.
(6) Monitoring: correcting error in own/other’s pronunciation, vocabulary, spelling, grammar, and
This creates what is known as an inductively strong argument. Inductive reasoning is when the premises aim to supply strong evidence to find the truth of the conclusion. A deductive argument is definite truth where as a inductive argument is probable truth based on the known information/evidence. An inductive...
Inductive reasoning is a process of applying logic in which conclusions are made from ideas, which are believed to be true most of the time. It is based on predictions and behavior.
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...
7) Induction (P. 91) - A tool of reasoning that relies on established patterns to make a reliable prediction.
The term inductive reasoning refers to reasoning that takes specific information and makes a broader generalization that is considered probable, allowing for the fact that the conclusion may not be accurate. An example of inductive reasoning is: All observed children like to play with Legos. All children, therefore, enjoy playing with Legos. Relying on inductive reasoning throughout everyday life is just a part of human nature. If someone were to take into consideration every plausible outcome of a given situation, they would never get anything done or been stricken with worry. The simple principle of induction (SPI) states that:
One of the most important skills that students need to learn is how to learn. Knowing specific techniques and strategies to help with learning can enable students to become strategic, effective, and lifelong learners (Sturomski, 1997). Strategies used for learning can be simple or complex, cognitive or metacognitive. Simple strategies are strategies that many of us use. Simple strategies may include asking questions, taking notes, or rereading a passage that is confusing to us. Complex strategies, on the other hand, may be a set of several strategies used together. For example, a complex strategy for writing might include three simple strategies of prewriting, writing, and editing. Each complex strategy includes several simple strategies in and of itself. Strategies can also be categorized as cognitive and metacognitive. Cognitive strategies help a person process and manipulate information. Much like simple strategies, cognitive strategies are very task-specific and are useful when learning and performing certain tasks such as filling out a chart and answering specific
Deductive reasoning is a concept focused on logical arguments. It uses arguments that conclusions’ typically follow from a premise. To draw a correct conclusion, the individual must assume the premises to be true without the use of previously learned knowledge to reason on the premises at hand. The individual will then declare a valid conclusion, which has to be logically correct, based on the truth of the premises. However, conclusions can still be incorrectly stated if a
He first explains that inductive method is a method which works from the specific examples and finally gives out a general conclusion. The person who performs inductive method has to observe with no bias towards a specific hypothesis that would lead the readers to a specific thought. After many observations, the person would discover a conclusion and ultimately come up with a general fact. The two scientists Bacon and Mill introduced this method as a way of achieving objectivity and empiricalness while avoiding preconceptions and abstract knowledge. An example that the scientists made to prove the credibility of the method was to observe many trees and finally conclude that all trees have leaves.
This paper aims to discuss the different learning styles that people use, and the way in which to apply new teaching methods, in which to expand the learning strategies of students. Here are two quotes from P Honey which explains the purpose of this paper
In this essay I will be describing various types of learning styles and stating the advantages and disadvantages of these learning styles. I will also inform you of the most commonly used method of finding out your own learning style, and I will inform you of the man who made this method. Finally, I will write about my own preferred learning styles and the strengths and weaknesses of the different learning styles.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Inductive reasoning can be quickly summarized as a method through which a conclusion is drawn from particular cases; this conclusion may be applied to another specific case or generalized. All of our conclusions about the world around us, which we rely on daily without question, are dependent on this process. The expectation that our house will not cave in, that water will come from the faucet when turned on, that we will wake the next morning, are all propositions extrapolated from inductive arguments.
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.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
As the global communities migrate from their native home lands to new countries and regions, the need to learn a new language becomes an imminent requirement. Learning second language for an individual with not back ground to the language can be a serious proposition which can results in seriously straining the individual. This makes it very important to select a learning strategy very carefully to prevent complicating the learning process and also one which will help speed up the entire learning process (Bitchener 2007). With this in mind there are three main approaches linked to learning a 2nd language namely the behaviourist, Halliday’s and Chomsky’s approaches. Each of these adopts different learning theories but that all promote