Language Learner strategies: Definition, classification, and current understanding

1. Language Learner strategies:Definition, classification, and current understanding GU Yongqi Victoria University of Wellington New Zealand peter.gu@vuw.ac.nz Incorporating ideas and materials from GUYongqi WEN Qiufang WANG Lifei

2. Frequently asked questions • What is a language learner strategy (LLS)? • What common types of strategies have been identified? • How do strategies work? • Are language learner strategies useful? • Are strategies changeable?

3. The “good language learner” hunch Good language learners • Actively involve themselves in the language learning process by identifying and seeking preferred learning environments and exploring them, • Develop an awareness of language as a system, • Develop an awareness of language as a means of communication and interaction, • Accept and cope with the affective demands of L2, • Extend and revise L2 system by inferencing and monitoring. Naiman, Frohlich, Stern, and Todesco (1978)

4. What is a language learner strategy (LLS)?

5. What is a language learning strategy?

6. Strategic manoeuvres: big and small

7. What is a strategy? A strategy is a process. It involves at least the following procedures: • Problem identification and selective attention • Analysis of task • Choice of decisions • Execution of plan • Monitoring progress and modifying plan • Evaluating result

8. What’s in a strategy? Seeing a problem Analyse situation Analyse problem Analyse self • Planning • What do I need to do? • What should be the procedures? (when, how…) Execution of plan Evaluation Modification Abandon or postpone Problem solved

9. Types of learner strategies

10. Classifications (Cohen 2006): • By goal • By function • By skill • Others

11. By goal: Language learning strategies (e.g., translating, memorizing) Language use strategies (e.g., retrieval, communicative, and cover strategies).

12. By function: • Metacognitive • cognitive • socio-affective

13. By skill: listening, speaking, reading, writing, vocabulary, or translation strategies. • Others: Strategies by proficiency levels, by specific cultures(i.e., learning the language of a specific culture), or by specific languages.

14. Language Learning Strategies (a) identifying material to be learned, (b) distinguishing it from other material, (c) grouping it for easier learning, (d) engaging in repeated contact with it, (e) formally committing it to memory.

15. Language use strategies • rehearsal strategies –strategies for practicing target language structures b) retrieval strategies –strategies to call up language material from storage • communication strategies –verbal (or nonverbal) first aid devices used to deal with problems or break-downs in communication.

16. O’Malley & Chamot (1990) Three-way classification Metacognitive Socio-Affective Cognitive

17. Metacognitive strategies • processes learners consciously use to supervise or manage their language learning. • allow learners to control their own cognition by planning what they will do, checking how it is going, and then evaluating how it went.

18. 元认知策略 (Metacognitive) l提前准备（advance organizers） l集中注意（directed attention） l选择注意（selective attention） l自我管理（self-management） l事先练习（advance preparation） l自我监控（self-monitoring） l延迟表达（delayed production） l自我评价（self-evaluation）

19. Cognitive strategies • 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.

20. 认知策略 (cognitive) l重复（repetition） l翻译（translation） l归类（grouping） l记笔记（note-taking） l利用关键词（key word） l利用上下文情景（contextualization） l拓展（elaboration） l迁移（transfer） l推测（inferencing）

21. Affective strategies strategies for regulating emotions, motivation, and attitudes; strategies for reduction of anxiety and for self-encouragement.

22. Social strategies strategies for interacting with other people for learning and practice

23. 社交/情感策略(social/affective) • l协作（co-operation） • l提问澄清 (questioning for • clarification) • l求助（questioning for help)

24. A three dimensional model • Interrelations among strategies • Higher level • Lower level • Information processing stages • Input • Storage • Output • Task accomplishing stages • Before task • During task • After task

25. Before-task During-task After-task Management Input cognitive affective Management Storage cognitive affective Management Output cognitive affective

26. How do strategies work?

27. Context Strategies Person Task Person-task-context-strategies An explanatory model

28. METACOGNITIVE STRATEGIES Planning Monitoring Evaluating COGNITIVE STRATEGIES rehearsal attention production INPUT SR STM OUTPUT retrieval encoding LTM Metacognitive strategies, Cognitive strategies, and Primary processes

29. Are learner strategies useful?

30. Are learner strategies useful?LLS research: Current wisdom in the field • “With some exceptions, strategies themselves are not inherently good or bad, but have the potential to be used effectively.” (Cohen, 1998, p.8) • “The total number or variety of strategies employed and the frequency with which any given strategy is used are not necessarily indicators of how successful they will be on a language task”. (Cohen, 1998, pp.8-9)

31. Are learner strategies useful?LLS research: Current wisdom in the field • The success or failure of a strategy hinges upon the orchestration of different components of the strategic behaviour. From selectively attending to a task, to the analysis of the task, to the choice of decisions, to strategy deployment and execution, to monitoring and modifying of the plan, and to the evaluation of strategy effectiveness, flexibility and appropriateness come in every step of the way (Gu, 2003). • Strategies can be more or less person-related, task-related, or learning context related. A strategy suitable for one particular person, task, or learning context may not be suitable for another (Gu, 2003).

32. Are learner strategies changeable? • Some strategies are relatively stable and others are relatively changeable. • Person-related strategies tend to be more stable while task-dependent strategies tend to be more changeable

33. Learner Strategy ResearchPossible Directions

34. Strategy Instruction: From teacher responsibility to learner responsibility Teacher Responsibility Preparation Activate Background Knowledge Presentation Explain Model Attend Participate Practice Prompt Strategies Give Feedback Apply Strategies with Guidance Evaluation Assess Strategies Assess Strategies Expansion Support Transfer Use Strategies Independently Transfer Strategies to New Tasks Student Responsibility Chamot, Barnhardt, El-Dinary, & Robbins (1999, p.46)

35. Thank you!