group 11 (Anita, Rosdiana)

NAME : ANITA (2130730003)

               ROSDIANA (2130730016)

GROUP: 11

AUTONOMY, AWARNESS AND ACTION

These three “As” of learner development have taken on significance in recent years, especially with increasing pedagogical emphasis in learner-centered language teaching {Wenden, 2002}.

Autonomy forms following learners to do things like initiate oral production, solve problems in small groups, practice language forms in pairs, and practice using the language outside of the classroom. Spratt, Humphreys, and Chan {2002} found that autonomy could be promoted among learners in Hong Kong as long as appropriate level of motivation was present.

Awareness has language program that offering more occasions for learners to develop a metacognitive awareness of their ongoing learning. Rosa and Leow (2004) found that learners of Spanish as a second language in the United States showed improved performance under condition of awareness-raising.

Action something that students do in learning proses.

STRATEGIES

Strategies are those specific “attacks” that we make on a given problem and that vary considerably within each individual. They are the moment-by-moment techniques that we employ to solve “problem” posed by second language input and output. The field of second language acquisition has distinguished between two types of strategy: learning strategies and communication strategies. There are fourteen characteristics of good language learners.

• Find their own way, taking charge or their learning
• Organize information about language
• Are creative, developing a “feel” for the language by experimenting with its grammar the classroom
• Make their own opportunities for practice in using the language inside and outside the classroom
• Learn to live with uncertainty by not getting flustered and by continuing to talk or listen without understand every word
• Use mnemonics and other memory strategies to recall what has been learned
• Make errors work for them and not against them
• Use linguistic knowledge, including knowledge of their first language, in learning a second language
• Use contextual cues to help them in comprehension
• Learn to make intelligent guesses
• Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”
• Learn certain tricks that help to keep conversation going
• Learn certain production strategies to fill in gaps in their own competence
• Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.

LEARNING STRATEGIES

Strategies were divided into three main categories. They are metacognitive, cognitive, and socioaffective.

Metacognitive is a term used in information-processing theory to indicate an “executive” function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed (Purpura, 1997).

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

Socioaffective strategies have to do with social-mediating activity and interacting with others. In other hand, students use many ways to learn a second language as listening, speaking, reading, and writing. It is learning strategies that is used by them to improve their knowledge.