Name : Wildatun Nahdiah
Evi Eka Rahmawati
Evi Eka Rahmawati
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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