second language acquisition, learning strategies, style and autonomy

8/13/2019 second language acquisition, LEARNING Strategies, style and autonomy

http://slidepdf.com/reader/full/second-language-acquisition-learning-strategies-style-and-autonomy 1/19

Name : Hendrik

Student Number : 521100110

Class : B morningLecture : Dr. Y.Gatot Sutapa

second language

acquisition



LE RNING Strategies HOW to

m STER ENGLISH



DEFINITION

Learning strategies are defined as“specific actions, behaviors, steps, or

techniques, such as seeking outconversation partners, or giving oneselfencouragement to tackle a difficultlanguage task -- used by students to

enhance their own learning” (Scarcella &Oxford, 1992, p. 63). Skills includelistening, speaking, memorization, reading

And writing



LISTENING

Practicing listening when learning alanguage an essential component to bothunderstanding and reproducing sounds,as well as the rhythm, accent andinflections of speech.

Not everyone has access to a nativespeaker, class or lab--but your desktop, laptop and handheld

technologies can help.



SPEAKING Reading silently is not productive:

use your voice! Read aloud: think of it as training your mouth to make the new sounds!

In class, if your “answer” does not come to mind

Drills:

Learn a short standard sentence, then substitutevocabulary, even words you look up for fun.



VOCABULARY

Be inventive in acquiring new words

Create a visual thesaurus.

Look up new words

Memorizing:acronym, acrostic, rhymes, loci, keywords, image-naming, chaining

http://www.studygs.net/memory

http://www.studygs.net/memory/memacronym.htm

http://www.studygs.net/memory/memacrostic.htm

http://www.studygs.net/memory/memrhyme.htm

http://www.studygs.net/memory/memloci.htm

http://www.studygs.net/memory/memkeyword.htm

http://www.studygs.net/memory/memimage.htm


http://www.studygs.net/memory/memchaining.htm

http://www.studygs.net/memory/memchaining.htm




http://www.studygs.net/memory/memkeyword.htm

http://www.studygs.net/memory/memloci.htm

http://www.studygs.net/memory/memrhyme.htm

http://www.studygs.net/memory/memacrostic.htm

http://www.studygs.net/memory/memacronym.htm

http://www.studygs.net/memory



READING

Do not read word-by-word, or translate word-by-

word. Do not write in your text book or reading. Go beyond your textbook! Read/sing song lyrics of the language! As your skills advance, read novels,



WRITING

Some languages have unfamiliar alphabets andways of writing

Develop writing assignments

Write out sentences you have practiced orally.

When you get corrections, re-write them.



LE RNING STYLES HOW

TO M STER ENGLISH



DEFINITION

Learning style is Individual natural performance or

habbit pattern of acquiring and processing

information in learning situations and described as a

group of characteristics, attitudes and behaviours

that define our way of learning.

Different styles influence the form students learnbecause in learning style each of individu has a

difference style, how teachers teach and how is the

interaction between them.



Students is identifying as visual,auditory, reading/writing or kinesthetic

learnersVISUAL

visual learners prefer the useof images, maps, and graphicorganizers to access and

understand new information



AUDITORY

auditory learners best understand newcontent through listening and speaking

in situations such as lectures and groupdiscussions. Aural learners userepetition as a study technique and

benefit from the use of mnemonicdevices.



READ & WRITE

students with a strong reading/writingpreference learn best through words.

These students may presentthemselves as copious note takers oravid readers, and are able to translate

abstract concepts into words andessays.



KINESTHETIC

students who are Kinesthetic learnersbest understand information through

tactile representations of information.These students are hands-on learnersand learn best through figuring thingsout by hand (i.e. understanding how a

clock works by putting one together)



LE RNING UTONOMY HOW to

m STER ENGLISH



DEFINITION

For a definition of autonomy, we mightquote Holec (1981: 3, cited in Benson &

Voller, 1997: 1) who describes it as „the ability to take charge of one‟s learning‟.On a general note, the term autonomy

has come to be used in at least fiveways (see Benson & Voller, 1997: 2):



Learning autonomy may be displayed indifferent ways and to different

degrees depending on each learner andlearning situation.

Learners who lack autonomy arecapable of developing it givenappropriate conditions and preparation.



KINDS OF LEARNING AUTONOMY Technical

The act of learning a language outside the framework of an

educational institution and without the intervention of a teacher

Psychological The capacity which allows learners to take more responsibility for

their own learning

Political

The conditions that allow learners to control the process and

content of learning as well as the institutional context within

which learning takes place

Social

The capacity to interact and collaborate with others

second language acquisition, learning strategies, style and autonomy

Documents