learning strategies
DESCRIPTION
Diapositivas de las estrategias de aprendizaje para autonomous learning.TRANSCRIPT
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WHAT IS LEARNER AUTONOMY AND HOW CAN IT BE
FOSTERED?
LEARNING STRATEGIES
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Learning strategies are mental steps or operations that learners use to learn a new language and to regulate their efforts to do so.
WHAT ARE LEARNING STRATEGIES
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To a greater or lesser degree, the strategies and learning styles that someone adopts may partly reflect personal preference rather than innate endowment.
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•Cognitive strategies:
•Metacognitive strategies:
TYPES OF STRATEGIES
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Cognitive strategies operate directly on incoming information, manipulating it in ways that enhance learning.
COGNITIVE STRATEGIES
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Learners may use any or all of the following cognitive strategies:
•Repetition, when imitating others speech.
•Resourcing, i.e., having recourse to dictionaries and other materials.
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• Translation, that is, using their mother tongue as a basis for understanding and/or producing the target language.
•Note- taking.
•Deduction, i.e., conscious application of L2 rules.
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•Contextualization, when embedding a word or phrase in a meaningful sequence.
•Transfer, that is, using knowledge acquired in the L1 to remember and understand facts and sequences in the L2.
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• Inferencing, when matching an unfamiliar word against available information (a new word etc).
•Question for clarification, when asking the teacher to explain, etc.
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Metacognitive knowledge includes all facts learners acquire about their own cognitive processes as they are applied and used to gain knowledge and acquire skills in varied situations.
METACOGNITIVE STRATEGIES
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In a sense, metacognitive strategies are skills used for planning, monitoring, and evaluating the learning activity; They are strategies about learning rather than learning strategies themselves.
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Let us see some of these strategies:
•Directed attention, when deciding in advance to concentrate on general aspects of a task.
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•Selective attention, paying attention to specific aspects of a task.
•Self-monitoring, i.e., checking one's performance as one speaks.
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•Self-evaluation, i.e., appraising one's performance in relation to one's own standards.
•Self-reinforcement, rewarding oneself for success.
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Before beginning a task:
•Set goals. •Plan the task or content sequence.
* PLAN / ORGANIZE:
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•Plan how to accomplish the task (choose strategies).•Preview a text.
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While working on a task:
•Check your progress on the task.
* MONITOR / IDENTIFY PROBLEMS:
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* Check your comprehension as you use the language. Do you understand? If not, what is the problem?
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After completing a task:
•Assess how well you have accomplished the learning task.
* EVALUATE:
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•Assess how well you have used learning strategies.•Decide how effective the strategies were.
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•Determine how you learn best.
•Arrange conditions that help you learn.
* MANAGE YOUR OWN LEARNING:
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•Seek opportunities for practice.
•Focus your attention on the task.
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