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8/9/2019 Presentation ELLS 03 Fix

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ENGLISH LANGUAGE

LEARNING STRATEGIES

LECTURER : IRWANDI,S.S.,M.Pd

PBI 4A GROUP I

Rias Wita Suryai

D!ra Nur"ayatiSt#$ay Putri

%#tri O&ta'ia

Mutia Sri Ra"(i


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DIRECT STRATEGIES

Direct strategies : language learning strategies that directly

involve the target language.

All direct strategies require mental processing of language, but

the 3 groups of direct strategies do this processing differently and

for different purpose.


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Memory strategies, such as grouping or using imagery, have a highly

specific function : helping student store and retrieve new

information.

Cognitive strategies, such as summarizing or reasoning deductively,

enable learners to understand and produce new language by many

different means .


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MEMORY STRATEGIES

Sometimes called mnemonics

People used memory strategies to remember practical information about

farming, weather, or when they were born.

Memory strategies are clearly more effective when the learner

simultaneously uses metacognitive strategies, like paying attention, and

affective strategies, like reducing anxiety through deep breathing.

Memory strategies reflect very simple principles, such as arranging

things in order, making associations must be personally meaningful to

the learner and the material to be reviewed must have significance.

Some teachers think vocabulary learning is easy, language learners have

a serious problem remembering the large amounts of vocabulary

necessary to achieve fluency. According to Lord, memory strategies help

language learners to cope with this difficulty.


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Diagram of the Memory Strategies


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1.CREATING MENTAL LINKAGES

a.Grouping

Involves classifying or reclassifying what is heard or read into meaningful

groups, thus reducing the number of unrelated elements.

b. Associating/Elaborating

Relating new language information to concept already in memory, or

relating one piece of information to another, to create associations in memory.

Example : associations can be between two things, such as bread and butter.

c. Placing New Words Into a Context

This strategy involves a form of associating or elaborating, in which the new

information is linked with a context. And involve using all possible clues,

including the context, to guess the meaning.


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2. APPLYING IMAGES AND SOUNDS

a. Using Imagery

Relating new language information to concepts in memory by means of

meaningful visual imagery. Either in the mind or in an actual drawing. This

strategy can be used to remember abstract words by associating such words

with a visual symbol or a picture of a concrete object.

b. Semantic Mapping

This strategy involves meaningful imagery grouping, and associations, it

visually shows how certain groups of words relate to each other.

c. Using Keywords

Remembering a new word by using auditory and visual links.

To Identify a familiar word in ones own language that sound like the new

word this is the auditory link.

To generate an image of some relationship between the new word and a

familiar one this is the visual link.

d. Representing Sound in Memory

Remembering new language information according to its sounds. This is a

broad strategy that can use any number of techniques all of which create ameaningful.


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3. REVIEWING WELL

Structured reviewing : reviewing in carefully spaced intervals, at first

close together and then more widely spaced apart. Example : a review

10 minutes after initial learning, then 20 minutes later, an hour lateror two later, a day later, 2 days later, a week later, and so on .

The goal is being familiar with the information that it become natural

and automatic.

4. EMPLOYING ACTIONa. Using Physical Response or Sensation

Physically acting out a new expression or meaningfully relating a new

expression to a physical feeling or sensation. Example : going to the door.

b. Using Mechanical Techniques

Using creativity but tangible techniques, especially involving moving or

changing something which is concrete, in order to remember new target

language information. Example : writing words on cards and moving

cards from one stack to another when a word is learned


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COGNITIVE STRATEGIES

Cognitive strategies are essential in learning a new language.

Strategies for practicing are among the most important cognitive strategies.

Language learners do not always realize how essential practice is. During

class, potential practice opportunities are often missed because one person

recites while the others sit idle.

Strategies for receiving and sending message are necessary tools. One such

strategies, know as getting the ide quickly, helps learners locate the mainidea through skimming or the key points of interest through scanning.

Analyzing and reasoning strategies are commonly used by language

learners. Many learners, especially adults tend to reason out the new

language. They construct a formal model in their minds based on analysis

and comparison, create general rules, and revise those rules when newinformation is available.

Language learners often feel besieged by whirling words from radio and

TV program, films, lecture, stories, articles, and conversations. To

understand better, using strategies such as taking notes, summarizing, and

highlighting


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Diagram of the Cognitive Strategies


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1. PRACTICING

a.Repeating

Saying or doing something over and over : listening to something

several time, rehearsing, imitating a native speaker.b. Formally Practicing With Sounds and Writing Systems

Practicing sounds such as pronunciation, intonation, etc.

Practicing the new writing system of the target language.

c. Recognizing and Using Formulas and PatternBeing aware of and/or using routine formulas (single, unanalyzed

units), such as hello, how are you?d. Recombining

Combining knows elements in new ways to produce a longer

sequence, as in linking one phrase with another in whole sentence.

e. Practicing Naturalistically

As in participating in a conversation, reading a book or article,

listening to a lecture, or writing a letter in the new language.


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2. RECEIVING AND SENDING MESSAGE

a.Getting the Idea Quickly

Using skimming and scanning.

Skimming : to determinate the main idea.

Scanning : to find specific details of interest.

b. Using Resources for Receiving and Sending Messages

Using print out or non print to understand incoming message or

produce outgoing messages.


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3. ANALYZING AND REASONING

a. Reasoning Deductively

Using general rules and applying them to new target language situations.

This is a top-down strategy leading from general to specific.

b. Analyzing Expression

Using the meanings of various parts to understand the meaning of the whole

expression.

c. Analyzing Contrastively

Comparing elements (sounds, vocabulary, grammar) of the new language

with elements of ones own language to determine similarities and differences.

d. Translating

Converting a target language expression into the native language.

e. Transferring

Directly applying knowledge of words, concepts, or structures from one

language to another.


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4. CREATING STRUCTURE FOR INPUT AND OUTPUT

a. Taking Notes

Writing down the main idea or specific points.

b. Summarizing

Making a summary or abstract of a longer passage.

c. Highlighting

Using a variety of emphasis techniques ( such as underlining,

starring, or color coding ) to focus on important information in a

passage.

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