AUTONOMY, AWARENESS, AND ACTION

GRUP 8

Ahmad Mahfudillah Syam

Nur Hidayati

AUTONOMY, AWARENESS, AND ACTION

The role of style and strategies in learning a second language are three linked concepts; autonomy, awareness, and action.

Autonomy allow the learners to do things like initiate oral production, solve problems, practice language forms, and practice using language outside class. And then the concept of autonomy demand on the learners to become aware of their own processing of learning. So, too much awareness will help the learner’s yearning to use language. To make it well, awareness need an action to use language, because awareness without action will be relatively useless. Action in this chase becomes a main actor in second language acquisition.

STRATEGIES

Strategy in second language acquisition has been divided into two parts; learning strategies and communication strategies.

To know about good language learners, Rubin (1975) and Stern (1975) has summarized these characteristics;

1.      Find the own way, taking charge of the learning.

2.      Organize the information about language.

3.      Be creative in developing language by experimenting grammar and words.

4.      Make opportunities for practice in using language.

5.      Learn to live uncertainly.

6.      Use mnemonics and other strategies.

7.      Make errors works.

8.      Use linguistic knowledge and including knowledge.

9.      Use contextual cues.

10.  Learn to make intelligent guesses.

11.  Learn chunks of language.

12.  Learn certain tricks to keep conversation going.

13.  Learn certain production strategies to fill in gaps.

14.  Learn different styles of speech and writing, and learn to vary the language according to the formality of the situation.

LEARNING STRATEGIES

Learning strategies were divided into three main categories; Metacognitive, Cognitive, and Socioaffective. 

Metacognitive strategy is a term used in information-processing theory to indicate an executive function.

Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material.

Socioaffective strategies have to do with social-mediating activity and interesting with others.