Learning Strategies

소개

Learning Strategies, 학습전략 영어버젼으로 ,

목차

Ⅰ. Introduction

Ⅱ. Does the language learning strategies belong to the learner?
2-1. Definition of Language learning strategies .
2-2 The good language learner

Ⅲ. Are there good learning strategies?
3-1. Taxonomies of Language Learning strategies.
3-2 The importance of language learning strategies
3-3 Method for Identifying learners' Strategies

Ⅵ. What can we do to prompt the use of strategies?
4-1 Factors Influencing the Choice L2 learning Strategies
4-2 Effectiveness and Orchestration of L2 Learning Strategies
4-3 Language Proficiency and Language Learning strategies Use

Ⅴ․ Should the teacher teach the learning strategies students?
5-1 Can strategies be taught?
5-2 Language learner and teacher's role in learning strategies
5-3 Strategies-based instruction (SBI)
5-4 Models for language learning strategy instruction

Ⅵ. Critical view and Suggestion
1. Does the language learning strategies belong to the learner?
2. Are there good strategies?
3. What can we do to prompt the use of strategies?
4. Should the teacher teach the learning strategies students?
5. Suggestion or Suggested activities in the class

본문내용

Ⅰ. Introduction

In the past years teachers and students have been under pressure to show and prove what they are able to do and what they are obtaining in each class. There has been a concern for a high productivity and a good test result for bringing in a good reward to the school. The emphasis seems to shift more towards competence - what you are able to do - and towards performance - showing that you can do it. In a way, this has resulted in a shift of attention away from the how - how you achieve that competence, the process you have to go through, and also what schools and teachers can do to make learning possible and rewarding for all students.
In this paper I will present and argue on basis idea and four main points through the theory and study. The basic idea is that learning strategies are necessary to teach in a class.

<중 략>

teachers need to become effective mediators. Second, they need to be able to take on such roles as advisors, facilitators, consultants, co-communicators, partners and joint problem-solvers. Third, teachers should have positive attitudes towards the valued of learning strategies.
The leaners will become more active and self-directed. Their needs, and previous learning experience and ability to learn and to use language are important ingredients for planning the teaching program. The learners will have a greater responsibility for their own learning( i.e. to set goals for their learning, to select and evaluate the strategies use). "Self-directed students gradually gain greater confidence, involvement, and proficiency" (Oxford 1990, P.10).

참고자료

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