Jamie & Candace & Professor: Dr. Ming-Lung Yang (Roger) Date: Oct 23, 2010Brown, D. H. (2007). Principles of language learning and teaching. (5th ed.). White Plains, NY: Addison Wesley Longman, Inc.

PreviewProcess, Style, and StrategyLearning Styles - Field Independence - Left-and Right-Brian Dominance - Ambiguity Tolerance - Reflectivity and Impulsivity - Visual, Auditory, and Kinesthetic StylesAutonomy, Awareness, and Action

Process, Style, and StrategyProcess: behaviors, types of learning, needs, neural connections and emotional sets

Style: general characteristics of intellectual and emotional functioning Strategies: specific methods or techniques for approaching a problem

Learning Styles- Field Independence & Field dependence

FIFDLanguage learningDeductiveInductiveHolistic Analytical (grammar, form)Integrative DetailsFocus on meaningMastering of exerciseDrillsFocused activitiesAffectiveIndependentSocializedCompetitiveempathicSelf-confidentDerive self-identity from othersPerceptive of other peopleType of society and homeDemocratic, industrialized, competitive society, freer rearing normsAuthoritarian, agrarian societies, socialized, strict rearing practices

Herman A. Witkin1916~1917

EFTEmbedded Figure Test 1971

RFT rod and frame test

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Left-and Right-Brian Dominance

LeftRightLogicalRemembers visualAnalytical thoughtTactileMathematicalAuditory imagesLinear processing of informationHolistic Separate wordsIntegrative Gathering the specifics of languageEmotional informationClassificationWhole imagesLabeling Generalization reorganizationMetaphorsArtistic expressionsDeductive style of teachingInductive style of teaching

Corpus collosum corpus collosum 2-2.5corpus collosum (), Splenium(Genu)BodyRostrum

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Ambiguity Tolerance: a style, withstand or manage a high degree of uncertainty in a linguistic context 1. Excess tolerance 2. IntoleranceReflectivity: take a relatively long time to make a decision or solve a problem Impulsivity: make quick decisions in answer to problems Visual Styles: prefer reading and studying Auditory Styles: prefer listening Kinesthetic Styles: prefer demonstrations and physical activity

Autonomy: individual effort and action

Awareness: conscious attention

Action

PreviewStrategies - Learning Strategies - Communication Strategies Avoidance Strategies Compensatory StrategiesStrategies-Based Instruction - Identifying Learners Styles and Strategies - Incorporating SBI into the Language Classroom - Stimulating Strategic Action Beyond the Classroom

Strategies- Learning Strategies (deal with input) - Communication Strategies (output) Avoidance Strategies Compensatory Strategies

QuestionHow do you learn English?What strategies do you use in listening, speaking, reading and writing?

Learning StrategiesTable 5.2. OMalleyMetacognitive Strategies ones executive, involve planning, thinking, monitoring, and evaluatingCognitive Strategies learning tasks involve direct manipulation of the learning material itselfSocioaffective Strategies social-mediating activity and interacting with others

Metacognitive Strategies (P134)

Advance organizersDirected attentionSelective attentionSelf-managementFunctional planningSelf-monitoringDelayed productionSelf-evaluation

Cognitive Strategies (P134-135)

Repetition ImageryResourcing Auditory representationTranslationKeywordGroupingContextualizaitonNote takingElaborationDeductionTransferRecombinationInferencing

Socioaffective StrategiesMetacognitive Strategiesplanning----monitoring----evaluating socioaffective (communication strategies) cognitive

communication strategiesCooperationQuestion for clarification

Communication StrategiesSource: Adapted from Dornyei 1995, p.58)Avoidance StrategiesCompensatory Strategies

Avoidance Strategies (P138)

Message abandonmentSyntactic, lexical, phonological avoidanceTopic avoidancepast tense / science .

Compensatory Strategies(P138)

CircumlocutionEx: corkscrew, paddleApproximationEx: ship-sailboatUse of all-purpose wordsEx: stationery--stuff, thingWord coinageEx: vegetarianist for vegetarianPrefabricated patternsEx: I dont speak English.Nonlinguistic signalsEx: gesture, facial expression, soundLiteral translationEx: try try see, long time no seeForeignizingEx: Chan Chu Nai Cha ()Code-switchingEx: unconscious / consciousAppeal for helpEx: What do you call..?Stalling or time-gaining strategiesEx: well, uh, as you know, lets see.

Strategies-Based Instruction teaching learners how to learn goal: the facilitation of the autonomy

Oxfords strategy classification system (P141-142)Direct Strategies: Memory, Cognitive, Compensation StrategiesIndirect Strategies: Metacognitive, Affective, and Social Strategies

QuestionHas your teacher ever been to offer you some strategies for learning English?Does any successful strategies for achieving autonomy?

Identifying Learners Styles and StrategiesMethod: self-check questionnaireMost widely used: Oxfords (1990a) Strategy Inventory for Language Learning (SILL)teachers must help learners be aided in putting certain strategies into practice

Other forms:

self-reports through interviewsDiaries and journalsThink-aloud protocolsStudent portfolios

Incorporating SBI into the Language ClassroomThe manifestations of SBI: 1. Checklists / other forms 2. offer the suggestions, personal experiences 3. put the results of a style questionnaire (Figure 5.2) -- no advance coaching -- discussion 4. embed strategy awareness and practice into their pedagogy (ex. Table 5.4)

style questionnaireLower inhibitionsEncourage risk takingBuild self-confidenceDevelop intrinsic motivationEngage in cooperative learningUse right-brain processesPromote ambiguity tolerancePractice intuitionProcess error feedbackSet personal goals

Stimulating Strategic Action Beyond the ClassroomNot limited to the classroomSuccessful learners: self-motivated efforts to extend learningAchieve toward autonomyTeachers help: raising their conscious awareness of styles and strategies aids them in the authentic use of language out there