It is a methodological innovation and its main concern is with the language learner. It reflects an interesting and enduring methodological practice. In 1975 Rubin investigated what “good language learners” did to facilitate their learning. Learning strategies are “the techniques or devices which a learner may use to acquire knowledge.”

3.  It is a methodological innovation
and its main concern is with the
language learner.
 It reflects an interesting and
enduring methododical practice.

4.  In 1975 Rubin investigated what “good
language learners” did to facilitate their
learning.
 Learning strategies are “the techniques or
devices which a learner may use to
acquire knowledge.”
In the 1970s learners
were considered to be
more actively responsible
for their own learning.

5. • Willing and accurate
guessers.
• Strong desire to
communicate no matter
making mistakes.
• Attend to the meaning
and the form of the
language.
• Practice and monitor their
speech as weel as the
speech of others.

6.  Considering learners’
contributions to the
process was not
enough.
•They need
to be trained
in learning
strategies.
1) To maximize their
learning.
2) To increase their
autonomy.

7.  Language teachers’ time can be profitable by:
considering learner training as much as language
training. (Wenden,1985)
LEARNI
NG
STRATE
GY
TRAINI
NG
Training students in learning strategies to optimize their learning.

8.  Situation
•Students complain about their
reading assignments because
they are lengthy.
•The teacher teaches them the
strategy of advanced
organization.

9.  Based on
previewing and
skimming to get
the gist of a
reading passage
 It allows
students to
improve
comprehension
and the speed
when they read.

10.  He shows how to apply the
strategy when reading.
1- Title and subheadings.
2- Pictures.
3- Skim each paragraph:
main ideas

12. • The students’ prior knowledge
and learning experiences should
be valued and built upon.
-Teacher read the students’
learning journals where the
students regularly write about
what and how they are
learning.
-Teacher has been interviewing
the studens.
• Studying certain learning
strategies will contribute to
academic success.
-Teacher decides to have the
students work on the strategy
of advance organization
• The teacher’s job is not only to
teach language but to teach
learning.
-Teacher models the use of the
strategy using a think-aloud
demonstration.

13. • Strategies have to be learned. The best
way to do this is with ‘hands-on’
experience.
-The students practice the
new learning demonstration.
• Students need to become independent,
self-regulated learners. Self-assessment
contributes to learner autonomy.
-Evaluate their own success
in learning the strategy.
-Modify the strategy to meet
their own learning needs.
-Share their innovations with
their classmates.
• An important part of learning strategy is
being able to transfer it, i.e. use it in a
different situation.
-Teacher asks the students to
try out the new strategy on a
different reading choose for
homework that night.

14.  Used to:
 Plan
 Monitor
 Evaluate a learning
task

15. Other
Examples of
Metacognitiv
e Strategy Arranging the
conditions
that help one
learn best
Setting long
and short
term goals
Checking one’s
comprehension
when reading
or listening

16. Chamot & O’ Malley identify two
other categories

17.  Learners interacting
and manipulating
what is to be
learned, e.g.
COGNITIVE
STRATEGIES
SOCIAL/AFFECTIVE
STRATEGIES
•Replying a word or
phrase mentally to
“listen” to it again.
• outlining and
summarizing what
has been learned from
reading and listening
• using keywords
Learners interact
with other persons or
“use affective control
to assist learning”,
e.g.
•Creating situations
to practice the target
language with
others,
•Using self-talk
•Cooperating and
working with others
to share information,
obtain feedback, and
complete a task