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Importance of language in communication process
Language and communication skills
Language and communication skills
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Learning strategies can be use for everyone while reading a text, in a daily conversation or writing a text. However, most of the times people are not even aware of its use.
The language learning strategies are not newly created strategies, but have been in use by ancient storytellers thousands of years ago. It is said that in the Celtic period it took twelve years for storytellers to fully train. In the first two years they memorized 250 stories. They used mnemonic tools to help remember the narrative. These days the language students use these and other strategies and others to develop communicative competence (Samida, D, p 1).
Learning Strategies are define by Oxford (1990, p 8) as “specific actions taken by the learner easier, faster, more enjoyable, more self-directed, more effective and more transferrable to new situations”.
This definition illustrates that learning strategies are a shift not only in language learning but in any learning process since learners needs have become the center of attention. When they are used appropriately, the learners are more involved and aware of their own learning processes, development and progress.
Hence, learning strategies are very useful while learning a foreign language since some learners are more engaged than others with their learning process. One of the main reasons is that the degree of responsibility and engagement depend of learners understanding and their ability to use learning strategies.
So, once learners identify and select properly the learning strategies that are really helpful for them, their performance will acquire a good level and better results when using them. Language learning strategies appear to have a huge influence in learning performance.
Furthermore, lang...
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.... (1990). Language learning strategies: what every teacher should know. Boston: Heinle & Heinle
Oxford, R. (2001). Language learning styles and strategies. In M Celce-Murcia (Ed). Teaching English as a second or foreign language (2nd Ed). Boston: Heinle & Heinle/ International Thoson.
Oxford, R. (2001). Research on language learning strategies: Purpose, Methods, Issues, Presentation, Hokkaido University.
Samida, D .Language learning strategies: http://libro.do-bunkyodai.ac.jp/research/pdf/treatises05/01Samidaa.pdf
Skehan, P. (1989). "Individual differences in second language learning." London: Edward Arnold.
Rigney, J. W. (1978). Learning strategies: A theoretical perspective. In H.F. O'Neil, Jr. (Ed.), "Learning strategies," pp164-205. New York: Academic Press. http://www.nclrc.org/essentials/motivating/strategies.htm http://www.ericdigests.org/pre-9214/styles.htm
Master said: ”live and learn.” Regardless of what, where or when we choose to obtain knowledge, how we approach learning is unique to each and every one of us based on our individual learning style or styles. It is the idea of behavior that suggests learning styles are a way of being, and can change over time. The good learning style can help us learn better and learn faster. Usually, there are seven learning styles: first, Visual.
All of these strategies rely on students paying an active role in the process of learning a role, there is no passive reception of definitions or explanations and the teacher is not merely telling the student to rely on
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...
For example, when students are just learning about an unfamiliar topic, they need to develop strategies that will help convert the information into something they can easily store and accurately refer to and access whenever they want (Miller, 2011). Since students have different ways of accomplishing these tasks, each strategy will be unique. How each student stores information is also related to their age, for example, common strategy used by 7 years olds are mnemonics, which is when they repeat information taught to them that helps improve their memory. By the time they reach adolescences, students are now able to store information by elaborating on to what they already know since they have more knowledge of the world (Snowman & McCown,
(c) Learners’ cognitive strategies employed in learning, memorization and comprehension. Different cognitive strategies such as practicing, illustrating
Language has a big role when it comes to all the cultures, but it can be in different ways as well. It really depends on the background of the student their approach to language. Acquiring/Learning hypothesis really gives you the chance to approach the students in a way that they will feel comfortable. Even though they might not notice, through repetition, visuals and hand gestures, you are helping them acquire the language without disrespecting them culturally. Being relevant and familiar is also a great way to help the students. When doing a lesson, be aware of their background and tie the lesson up with something they are already familiar with. Helping them acquire and learns a language also requires you to challenge them in a way that they feel like they are capable of doing great and being
In this paper I will be addressing three challenges that are involved with ensuring that teaching strategies are
Teachers, who have a clear understanding of the important details before using a strategy, result in higher student achievement” (Martel, 2009). The method of instructions should be on the level of the child. By changing one’s strategy of teaching depending on the learner’s needs will bring the learner to a better understanding of the work. Knowing the learners’ learning barriers, asking questions differently, leading learners to the answer and presenting lessons that cater for a learner who struggles of who is academically faster will only result in student achievement.
“A learning style is a way of learning and refers to the way that you learn new information” (2). Most people have one preferred learning style and perform to a lesser standard when learning in a different style than what they’re used to. Nowadays, children are told to take a quiz in school to determine what their preferred learning style is, but after a few years, not many of these children remember what their preferred learning style is, or even if they do, they don’t apply it to their learning.
The author mentions that some researches are indicated that “increased exposure to English does not necessarily speed the acquisition of English”. In addition, the author points out to the teachers that “teacher should be aware that giving language minority children support in the home language is beneficial”. Thus, the time they spend in language isn’t the main factor to determine whether they learn this language better or not. In the fourth myth-children have acquitted an second language once they can speak it. The author claims that “for school-aged children, proficiency in face-to-face communication does not imply proficiency in the more complex academic language needed to engage in many classroom activities”. It means that if a child is good at speaking language, it doesn’t mean that their reading and writing skills are as good as their oral ability. In the fifth myth-All children learn an second language in the same way. Different background and different social class will influence learning styles. The author claims
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
Ultimately, students become strategic learners when they realize that their successes or failures are a product of the strategies they used. Flexibility in strategy choice is important for students to become successful learners (Cukras, 2006). Study skill courses can be highly beneficial to students, especially those who have not yet found strategies that arrange for the most
...before she introduced the new terms and vocabulary. Finally, Bruner investigated how adults use language to mediate the world for children and help them solve problems. Children learn effectively through scaffolding by adults. This technique is based on taking step by step for building knowledge. It suggests that a teacher can scaffold children learning in different ways. For example, students face difficulties in reading lessons in the first stages; therefore, the teacher has to use visual and auditory materials before she enrolls in the lesson, such as realia, pictures, and videos. This will helps the child to predict what the story is about. In addition, she has to introduce the new terms which are difficult for a child to pronounce it. These techniques and instructional strategies are most effective for teaching English as a foreign language for young learners.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
Simple approaches and flexible means are the key to effective learning. Monotony and regimentalized fashion of learning is usually not recommended for the growing minds to ensure that the minds remain open and accept more stimuli from the surroundings.