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Unit 11 Three methodological innovations, not methods, with the concern with the language learner

Unit 11 Three methodological innovations, not methods, with the concern with the language learner. 11-1 Learning Strategy Training. Origin. With discussion of the Cognitive Approach in the early 1970s, language learners were seen to be more actively responsible for their own learning.

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Unit 11 Three methodological innovations, not methods, with the concern with the language learner

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  1. Unit 11 Three methodological innovations, not methods, with the concern with the language learner 11-1 Learning Strategy Training

  2. Origin • With discussion of the Cognitive Approach in the early 1970s, language learners were seen to be more actively responsible for their own learning. • In 1975 Rubin investigated what good language learners did to facilitate their learning and identified their learning strategies.

  3. Good language learners are willing and accurate guessers who have a strong desire to communicate and will attempt to do so even at the risk of appearing foolish. They attend to both the meaning and the form of their message and they also practice and monitor their own speech as well as the speech of others.

  4. Characteristics • Students’ prior knowledge and learning experiences should be valued and built on • Studying certain learning strategies help students’ learning, so the teacher is not to teach language only but to teach learning. • Students need to be independent, self-regulated learners for learner autonomy. • Learner strategy training should not be taught in isolation.

  5. Three types of strategies by Chamot and O’Malley • Metacognitive strategies- those used to plan, monitor, and evaluate a learning task. • Cognitive strategies- those involve learners interacting and manipulating learning materials. • Social-affective strategies- how learners interact with others or use affective control to assist learning.

  6. 11-2 Cooperative Learning • The way that students and teachers work together effectively to make learning successful. • Teachers teach students social skills. • Students are encouraged to think in terms of positive interdependence.

  7. Characteristics • Mixed groups are assigned for students to stay together in the same group for a period of time so they can learn how to work better together • Responsibility and accountability for each other’s learning is shared. • Leadership is distributed.

  8. 11-3 Multiple Intelligences • Students have different strengths and cognitive styles. • Howard Gardner proposed that teachers recognize the multiple intelligences of their students and help them develop their unique strengths and reach their potentials. • Teachers should honor the diversity of intelligences among students

  9. Eight intelligences so far • Logical/mathematical (traditional) • Verbal/linguistical (traditional) • Visual/spatial • Body/kinesthetic • Musical/rhythmic • Interpersonal • Intrapersonal • The naturalist

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