Rabu, 01 April 2015

Group 6







Name         :        Wildatun Nahdiah
                             Evi Eka Rahmawati

AUTONOMY, AWARENESS, AND ACTION

Implied in any consideration of the role of style and strategies in learning a second language are three linked concepts; autonomy, awareness, and action. Until some of the designer methods appeared in the 1970s, most of language teaching methodology was teacher entered, students entered a classroom, sat down dutifully in their desks, and waited for the teacher to tell them to do. The process of developing within learners a sense of autonomy required the use (and something invention) of strategies, as aptly demonstrated by Weden (1992). Awareness: our aim is to engage students´ motivation into English context, make them to see the importance in using a foreign language to speak English and not only to travel around the world but also to develop deeply cognitive skills, have a wider range of possibilities to work, stimulate them to be responsible about their learning processes and help them to understand they can improve as much as they wish. The final “A” in this section in simply a reminder  to all that awareness without action will be relative useless.
STRATEGIES
          If styles are general characteristic that differentiate one individual from another, then strategies are more specific “attacks” that we make on given problem, and that vary considerably within each individual. Strategies are most often conscious and goal driven. Such as: learning strategies and communication strategies.
Learning Strategies
          Typically, strategies were divided into three main categories; Metacognitive is a term used in information-processing theory to indicate an “executive” function, monitoring of one’s production or comprehension, and evaluating learning after activity is complete (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-mediting activity and interacting with others.

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