Group 11

NAME   : ANITA

  ROSDIANA

Group     : 11

LEARNING AND STRATEGIES

Gagne’s types of learning, transfer processes, and aptitude and intelligence models are all attempt to describe universal human traits in learning. They seek to explain globally how people perceive, filter, store, and recall information.

PROCESS, STYLE, AND STRATEGY

Some style and strategies of second language learning. There are some words to explain the differences among process, style, and strategy as the terms are used in the literature on second language acquisition.

PROCESS is the most general of the three concept and was essentially the focus of the previous chapter. All human beings engage in certain universal processes. They universally make stimulus response connections and are driven by reinforcement. Everyone has some degree of aptitude for learning a second language that may be described by specified verbal learning process. So, process is characteristic of every human beings.

STYLE is a term that refer to consistent and rather enduring tendencies or preferences within an individual. The general characteristics of intellectual functioning and personality type that pertain to you as an individual, and that differentiate you from someone else. So, styles vary across individuals.

STRATEGIES are specific methods of approaching a problem or task, modes of operation for achieving a particular end, panned designs for controlling and manipulation certain information. Oxford &Ehrman 1998, defined second language learning strategies as specific actions, behaviors, steps, or techniques used by students to enhance their own learning. Strategies vary within an individual. Each of us has a number in sequence for a given problem in learning a second language.

LEARNING STYLES

The way we learn things in general and attack a problem seem to hinge on a rather amorphous link between personality and cognition. This link is referred to as cognitive style. When cognitive styles are specifically related to an educational context. Where affective and physiological factors are intermingled, more generally referred to as learning styles. Learning styles might be thought of as cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment or more dimply,skehan (1991) defined learning style as a general predisposition, voluntary or not toward processing information in a particular way. In the enormous task of learning a second language, one that so deeply involves affective factors, a study of learning style brings important variables to the forefront.

FIELD INDEPENDENCE

Field independent styleenable you to distinguish parts from a whole t concentrate on something like reading a book in a noisy train station or to analyze separate variables without the contamination of neighboring variables. In other hand, field dependence is synonymous with field sensitivity, a term that may carry a more positive connotation, development of dependent style has positive effects. The literature on field independence-dependence (Witkin&Goodenough, 1981) has shown that FI increases as a child matures to adulthood, that a person tends to be dominant in one mode ot the other, and that FID is a relatively stable trait in adulthood.  It has found in Western culture that males tend to be more FI. It is related to one of the three main factors traditionally used to define intelligence (the analytical factor), but not to the other two factors ( verbal comprehension and attention concentration).