Group ONE
name : Lailatul M, Muhammad Khoirul Wafa , and Muhammad Cikhal M
Autonomy
the process of developing within learners a sense of Autonomy required the use (and sometimes invetion) of strategies as aply demonstrated by Wenden (1992). After all, how many students enter foreign language class knowing anything at all about the process of language learning, or about the "tricks of trade"
in successfully acquiring an additional language? Wirh the and of research on archieving autonomy (Schmenk,2005;Palfreyman,2003;benson & Toogood,2002;Benson,2001;Cotterall & Crabe,1999;Benson & Voller,1997;Pennycook,1997;Pemberton,1996;Rilley,1998.
Language programs and courses increasingly emphasized to students the importance of self-starting and of taking responbility for one's own learning.
Metalinguistics can be classified as the ability to consciously reflect on the nature of language, by using the following skills:
an Awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning)
an awareness that words are separable from their referents (meaning resides in the mind, not in the name, i.e. Sonia is Sonia, and I will be the same person even if somebody calls me another name)
an awareness that language has a structure that can be manipulated (realizing that language is malleable: you can change and write things in many different ways (for example, if something is written in a grammatically incorrect way, you can change it)).
Action learning is a powerful tool for self-awareness and group-awareness that accomplishes four objectives simultaneously
Strategies
If styles are general characteristic that differentiate one individual from another then strategies are those specific attacks that we make on given problem. And that considerably within each individual. The field of second language acquisition has distinguished between two types of strategy, those are learning strategies and communication strategies. The former relate to input to process, storage, and retrieval, that is taking in messages each other.
and then Strategies are those specific “attacks” that we make on a given problem, and that very considerably within each individual. They are the techniques that we employ to solve “problem”. In 2005, Chamot defines that strategies quite broadly as “procedures” that acilitate learning task. Strategies are more concious ang goal type of strategy for example: learning strategies and communication strategy.
Learning Strategies
the researchof of the mid 1970s. led to some very careful defining of specific learning strategies. in some of the most comprehensive research of this kind.
Michael O Malley and Anna Chamot and colleagues. studied the used of strategies by learners of English as a second language in the USA.
name : Lailatul M, Muhammad Khoirul Wafa , and Muhammad Cikhal M
Autonomy
the process of developing within learners a sense of Autonomy required the use (and sometimes invetion) of strategies as aply demonstrated by Wenden (1992). After all, how many students enter foreign language class knowing anything at all about the process of language learning, or about the "tricks of trade"
in successfully acquiring an additional language? Wirh the and of research on archieving autonomy (Schmenk,2005;Palfreyman,2003;benson & Toogood,2002;Benson,2001;Cotterall & Crabe,1999;Benson & Voller,1997;Pennycook,1997;Pemberton,1996;Rilley,1998.
Language programs and courses increasingly emphasized to students the importance of self-starting and of taking responbility for one's own learning.
Metalinguistics can be classified as the ability to consciously reflect on the nature of language, by using the following skills:
an Awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning)
an awareness that words are separable from their referents (meaning resides in the mind, not in the name, i.e. Sonia is Sonia, and I will be the same person even if somebody calls me another name)
an awareness that language has a structure that can be manipulated (realizing that language is malleable: you can change and write things in many different ways (for example, if something is written in a grammatically incorrect way, you can change it)).
Action learning is a powerful tool for self-awareness and group-awareness that accomplishes four objectives simultaneously
Strategies
If styles are general characteristic that differentiate one individual from another then strategies are those specific attacks that we make on given problem. And that considerably within each individual. The field of second language acquisition has distinguished between two types of strategy, those are learning strategies and communication strategies. The former relate to input to process, storage, and retrieval, that is taking in messages each other.
and then Strategies are those specific “attacks” that we make on a given problem, and that very considerably within each individual. They are the techniques that we employ to solve “problem”. In 2005, Chamot defines that strategies quite broadly as “procedures” that acilitate learning task. Strategies are more concious ang goal type of strategy for example: learning strategies and communication strategy.
Learning Strategies
the researchof of the mid 1970s. led to some very careful defining of specific learning strategies. in some of the most comprehensive research of this kind.
Michael O Malley and Anna Chamot and colleagues. studied the used of strategies by learners of English as a second language in the USA.
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