Analysis of Learning Strategies in Second
Language Acquisition
Author Li Yuqiong Teacher Gao Ruikuo
Abstract: Language learning strategies are important factors that affect students‟ learning. This paper analyzes the learning strategies used most frequently in second language acquisition. The importance for applying learning strategies is discussed and implications for the future language learning strategy training and English teaching are put forward. This paper aims to help learners to learn how to employ strategies flexibly and select appropriate strategy to perform a particular learning task. It defines the concept of a language learning strategy, clarifies the various categories of learning strategies, diagnoses the existing problems in employing learning strategies, and provides remedies for these problems. It also takes into account the teacher's role in strategy training and poses questions for further research on language learning strategies.
Key Words: English learning; learning strategy; application; strategy training.
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Contents
Ⅰ.Introduction .................................................................................................................................................... 3 Ⅱ. The basics about learning strategy .......................................................................................................... 3
2.1 Definition language learning strategies ............................................................................... 3 2.2 Classification of language learning strategies ..................................................................... 3
2.2.1 meta-cognitive strategy ............................................................................................... 3 2.2.2 Cognitive strategy ........................................................................................................ 4 2.2.3 Resource-management strategy ................................................................................. 4
Ⅲ. Principles in Using English Strategies .................................................................................................... 5
3.1 Analyzing yourself correctly, starting from your own advantages and interests ............ 5 3.2 Arranging the Time Properly ............................................................................................... 5 3.3 Choosing proper learning materials .................................................................................... 5 3.4 Create the environment for foreign language learning communication .......................... 5 3.5 Accept and tolerate errors .................................................................................................... 5 Ⅳ. Develop the English learning strategies ................................................................................................. 6
4.1 Find out the problems ........................................................................................................... 6 4.2 Alter the habit of study ......................................................................................................... 6 4.3 Slow the speed of study ......................................................................................................... 6 Ⅴ.What teachers should do .............................................................................................................................. 6
5.1 Matching teaching styles with learning styles ..................................................................... 6 5.2 Altering the teaching style to create teacher-student style matching ............................... 6 Ⅵ. Conclusion ....................................................................................................................................................... 6 References............................................................................................................................................................... 7
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Ⅰ.Introduction
Today, we are living in an age of information and high technological growth. We are facing a society valuing lifelong learners and promoting the learning society. Thus, a teacher‟s aim is not only to impart knowledge, he also has to teach his students how to learn. Second language learning is the concerned problem of both teachers and students nowadays. With the rapid development of society, mastering a foreign language becomes an urgent need now. But in recent decades, many students are time-consuming and insufficient in studying the second language, which makes the foreign language learners confused. The main reason is that they do not apply the proper learning strategies for themselves. To be an effective learner, they should employ more and proper learning strategies, which is extremely important for them.
This paper is based on the study of many researchers in this area and makes a future analysis and summary. It intends to help learners to learn how to employ strategies flexibly and how to select appropriate strategy to perform a particular learning task. The following research questions are addressed in this paper.
1) What is the general pattern of language strategies by college students? 2) What should students be aware of when using English learning strategies? 3) How can learners develop English learning strategies? 4) What teachers should do?
Ⅱ. The basics about learning strategy
2.1 Definition language learning strategies
In the last few decades, more and more researchers and teachers in ESL field have realized the importance of the strategies used by learners in the language learning process. But as for the definition and classification of the language learning strategies, researchers have different opinions. Robin (1975:43) defined the learning strategies as „the techniques or devices that a learner may use to acquire knowledge‟. In her later research, she identified two kinds of learning strategies: those that contribute directly to learning, and those that contribute indirectly to learning. The direct learning strategies include clarification/verification, monitoring, memorization, guessing, deductive reasoning, and practice. The indirect learning strategies are creating opportunities for practice and production tricks. Stern, in 1975, also produced a list of ten language learning strategies which he believed to be characteristic of good language learners. Later, Stern (1992:261) defined „strategies‟ as „broadly conceived intentional directions‟. O‟Malley et al (1985:23) identified learning strategies as being „operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information‟, which was originally used by Rigney (1978). They identified 26 strategies, which can be divided into three categories: meta-cognitive (knowing about learning), cognitive (specific to distinct learning activities) and social. Oxford (1990:8) also used Rigney‟s definition, described language learning strategies as „operations employed by the learner to aid the acquisition, storage, retrieval or use of information‟. From the above, we can see that there is no consensus on the definition and classification of language learning strategies in the field of language learning strategy research.
2.2 Classification of language learning strategies
From the earlier studies, learning strategies are generally divided into three categories, and they are: meta-cognitive strategy, cognitive strategy, and resource-management strategy. 2.2.1 meta-cognitive strategy
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The theory of meta-cognition was first put forward by American psychologist J. H. Flavell in1976. He described it as follows: “Meta-cognition refers to one‟s knowledge concerning one‟s own cognitive process or anything related to them, e.g, the learning-relevant properties of information or data” (Flavell, 1976:231). Flavell (1979) holds that meta-cognition is divided into meta-cognitive knowledge and meta-cognitive strategies. As an important component of meta-cognition, meta-cognitive strategies refer to strategies used by learners to plan, manage, monitor and evaluate their learning.
Among three types of strategies in the classification of O‟Malley and Chamot , meta-cognitive strategies may be thought of as the core learning strategy because they are applicable to a variety of learning tasks and also because they are overarching strategies above cognitive strategies and social/affective strategies. Meta-cognitive strategies are higher order executive skills entailing goal identification, planning, monitoring and evaluation. According to Anderson (2002), understanding and controlling cognitive processes may be one of the most essential skills in the classroom. In addition, most of the studies (O‟Malley snd Chamot 1990; Wenden and Rubin 1987; Oxford and Crookall 1989) found the learners who were particularly taught meta-cognitive strategies performed better than those in the control group. Good language learners make use of meta-cognitive knowledge to help them assess the needs, evaluate progress and give directions to their learning.
O‟Malley and Chamot (1990, 2001) classify meta-cognitive strategies as:
1) Selective attention: focusing on special aspects of learning tasks, as in planning to listen for key words or phrases.
2) Planning: planning for the organization of either written or spoken discourse.
3) Monitoring: Reviewing attention to tasks, comprehension of information that should be remembered, or production while it is occurring.
4) Evaluation: Checking comprehension after completion of a receptive language activity, evaluating language production.
Since the importance of meta-cognition has been stressed, it is advisable to heighten learners‟ meta-cognitive awareness. Wen (1995) emphasized that successful learners are thoughtful and aware of themselves in relation to the learning process. They are able to employ strategies unconsciously, and make their meta-cogitive awareness into play when necessary or when they are faced with difficulties. 2.2.2 Cognitive strategy
Cognitive strategy refers to the learning strategies of identification, grouping, retention, and storage of language material, as well as the language use strategies of retrieval, rehearsal, and comprehension or production of words, phrases, etc. Cognitive strategy plays a very important role in the system of learning strategies and is the element directly related to a student‟s academic achievement.
O‟Malley and Chamot (1990, 2001) classify cognitive strategies as: 1) Rehearsal: repeating the language items for memorization
2) Organization: grouping and classifying words according to their semantic or syntactic attributes 3) Inferencing: using information to guess
4) Summarizing: intermittently synthesizing information
5) Deducing: applying rules to the understanding of language. 6) Imagery: using visual images to understand or remember
7) Transfer: using known linguistic information to facilitate a new language task 8) Elaboration: integrating new ideas with known information 2.2.3 Resource-management strategy
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The resource-management strategy can further be divided into three sub-categories, and they are time-management strategy, effort-management strategy and help-seeking - management strategy.
Scheduling and managing time wisely are important for the school and college students. If you miss important appointments and deadlines you will cause complications to both your academic and social lives. This creates anxiety, frustration, guilt, and other nasty feelings. Prioritizing your responsibilities and engagements is very important to us. There are a lot of time management techniques to control your day to day activities and can be used as a guide to make educated and effective decisions as to how to make the best and the most effective use of your time.
Effort-management strategy was first put forward by Mckeachie et al. It refers to the strategy employed to help learners to devote themselves into the whole learning activity, thus to make the learning process more effective. On the premises of good body and mental condition, learners make all the efforts to improve their learning efficiency. It mainly includes will-control strategy and Self-reinforcing strategy
Help-seeking - management strategy includes seeking help from people and materials. Earlier studies reveal that the more learners communicate and seek help from friends, teachers or materials, the more they are likely to get better academic achievements.
Ⅲ. Principles in Using English Strategies
3.1 Analyzing yourself correctly, starting from your own advantages and interests
There are a variety of differences between English learners. Analyze yourself correctly is a first step to choose English learning strategies. For example, English learners‟ motives differ from each other, so their manners are not the same. The learners who would like to communicate with foreigners hope to improve their ability of speaking and listening as soon as possible. So learners should choose learning strategies that adapt to themselves, at the same time, they should consider their own advantages. Some learners like reading quietly, so they preferring learning a quantity of articles during their process, some are good at thinking and prefer writing passages, so it is a good way to write diaries and short passages. In all, English learners should choose learning strategies that adopt to themselves,
3.2 Arranging the Time Properly
Contrast to other subjects, foreign language is a subject that needs an amount of time. Some educators point out that one need about 4500 hours to master a foreign language basically. So if one spends less than one hour on learning foreign language, then no matter what good learning strategy, he could not achieve perfect effect.
3.3 Choosing proper learning materials
Learning materials with high quality is one of the important factors that keep the learners‟ interests. So during one‟s process of learning, one should choose proper materials that adapt to himself. The materials one choose couldn‟t be too easy or too complexity. 3.4 Create the environment for foreign language learning communication
The environment of foreign language learning can also influence the form of learning strategies. If there is environment for foreign language learning, the students are easier to devote to learning languages. Foreign songs, literature, poems, dramas and movies can create pleasing learning environment. And English learners can foster their learning strategies through singing foreign songs, reading foreign poems, performing foreign dramas and reading masterpieces. 3.5 Accept and tolerate errors
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A learner‟s attitude toward errors can influence the learning process. Educators point out that the learners who can tolerate the precise of language can master the characters of the target languages.
Ⅳ. Develop the English learning strategies
The students should develop and adjust their own English learning strategies according to their
own actual conditions step by step. The following are some suggestions on how to 4.1 Find out the problems
When you use learning strategies develop one‟s strategies. Different students have different problems, so we should analyze ourselves carefully and choose the best learning strategies that adapt to ourselves.
4.2 Alter the habit of study
We use learning strategies in our daily habit, therefore the main drawback in our study is bad learning habit, and changing learning habit is to improve the level of using learning strategies. 4.3 Slow the speed of study
Learners should study from some concrete thing to foster a good learning strategy. Slowing the seed of study helps to change the bad habit. Don‟t hunger for gaining obvious effect in short time.
Ⅴ.What teachers should do
5.1 Matching teaching styles with learning styles
Diagnose learning styles and develop self-aware EFL learners. Effective matching between teaching style and learning style can only be achieved when teachers are, first of all, aware of their learners‟ needs, capacities, potentials and learning style preferences in meeting these needs. 5.2 Altering the teaching style to create teacher-student style matching
In all academic classrooms, no matter what the subject matter, there will be students with multiple learning styles and students with a variety of major, minor and negative learning styles. An effective means of accommodating these learning styles is for teachers to change their own styles and strategies and provide a variety of actives to meet the difference.
Ⅵ. Conclusion
By explaining the definition and importance of learning strategies, as well as analyzing the
three different categories, this paper intends to tell foreign language learners to pay special attention to the use of language learning strategies and teachers should make efforts to match matching teaching styles with learning styles. Only by combining strategy instruction with the teaching content appropriately can teachers achieve satisfactory teaching results. Thus, to make students love learning, learn well and get the life-long learning ability, and cultivate new talents for the 21st century. Language learning strategies, being specific actions, behaviors, tactics, or techniques, facilitate the learning of the target language by the language learner. All language learners, needless to say, use language learning strategies in the learning process. Since the factors like age, gender, personality, motivation, self-concept, life-experience, learning style, excitement, anxiety, etc. affect the way in which language learners learn the target language, it is unreasonable to support the idea that all language learners use the same good language learning strategies or should be trained in using and developing the same strategies to become successful learners.
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References
[1] LESSARD-CLOUSTON, Michael. 1997. \"Language Learning Strategies: An Overview for L2 Teachers\"on The Internet TESL Journal
[2] FEDDERHOLDT, Karen. 1997. \"Using Diaries to Develop Language Learning Strategies\" on Internet [3] HALL, Stephen. 1997. \"Language Learning Strategies: from the ideals to classroom tasks\". Language and [4] O'MALLEY, J. Michael, CHAMOT, Anna U., STEWNER-MANZANARES, Gloria, RUSSO, Rocco P., and L.KUPPER. 1985. \"Learning Strategy Applications with Students of English as a Second Language\" in TESOL Quarterly 19: 557-584.
[5] OXFORD, Rebecca. 1990. Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers.
[6] STERN, H.H. 1992. Issues and Options in Language Teaching. Oxford: OUP.
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