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.

 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.

grup 12

grup 12

abdul ghani

zukhruf ummul pratiwi

 AUTONOMY, AWARENESS, AND ACTION

Autonomy has come to be used in at least five ways:

• for situations in which learners study entirely on their own;
• for a set of skills which can be learned and applied in self-directed learning;
• for an inborn capacity which is suppressed by institutional education;
• for the exercise of learners' responsibility for their own learning;
• for the right of learners to determine the direction of their own learning.

Metalinguistics can be classified as the ability to consciously reflect on the nature of language, by using the following skills:

1. an awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning)
2. 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)
3. 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)).

Metalinguistic awareness is also known as "metalinguistic ability", which can be defined similarly as metacognition ("knowing about knowing"). Metalinguistic awareness can also be defined as the ability to reflect on the use of language. As metalinguistic awareness grows, children begin to recognize that statements may have a literal meaning and an implied meaning. They begin to make more frequent and sophisticated use of metaphors such as the simile, "We packed the room like sardines". Between the ages of 6 and 8 most children begin to expand upon their metalinguistic awareness and start to recognize irony and sarcasm. These concepts require the child to understand the subtleties of an utterance's social and cultural context.

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 “problems” posed by second language input and output. Rubin (Rubin and Thompson, 1982) later summarized 14 such characteristics. Good language learners:

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

2.      Organize information about language

3.      Are creative, developing a “feel” for the language by experimenting with its grammar and words

4.      Make their own opportunities for practice in using the language inside and outside the classroom

5.      Learn to live with uncertainty by not getting flusteredand by continuing to talk or listen without understanding every word

6.      Use mnemonics and other memory strategies to recall what has been learned

7.      Make errors work for them and not against them

8.      Use linguistic knowledge, including knowledge of their first language in learning a second language

9.      Use contextual cues to help them in comprehension

10.  Learn to make intelligent guesses

11.  Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

12.  Learn certain tricks that help to keep conversations going

13.  Learn certain production strategies to fill in gaps in their own competence

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

Teachers, on the one hand, can benefit from attending to what might indeed be very common strategies for successful learning across many cultures and contexts, but on the other hand, they need to be ever mindful of individual needs and variations as well as the cultural context of learning.

LEARNING STRATEGIES

Typically, strategies were divided into three main categories :

a.       Metacognitive is a term used 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.

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

c.       Socioaffective strategies have to do with social mediating activity and interacting with others.

Group 4

Hafifah 

Bayanul Azhari :2130730006

Styles and Strategies

u Autonomy, Awareness, and Action

u Strategies

u Learning Strategies

AUTONOMY

            Learner autonomy, the term was first coined in 1981 by Henri Holec, the "father" of learner autonomy. Learner autonomy is a problematic term because it is widely confused with self-instruction. It is also a slippery concept because it is notoriously difficult to define precisely. Learner Autonomy is about learning to learn and developing assessment for learning.

            (CIEL Handbook, 2000, p. 5): “Learner autonomy indicates a number of dimensions in which learners move away from dependence on the teacher and:

Ò Take responsibility for their own learning and learn to learn;

Ò Develop key transferable skills (e.g., study, time-management, IT, interpersonal skills etc.);

Ò Actively manage their learning; seeking out learning opportunities and using appropriate learning strategies;

Ò Involve themselves in an interactive process in which they set short and long term learning objectives, reflect on and evaluate progress.”

AWARENESS

            Language Awareness can be defined as explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use

ACTION

            Action learning is a powerful tool for self-awareness and group-awareness that accomplishes four objectives simultaneously:

Ò It helps organizations solve urgent problems,

Ò It helps build groups that learn,

Ò It helps enhance the leadership skills of group members, and

Ò It helps develop the emotional intelligence of individuals and groups as a whole.

STRATEGIES

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

            In Learning Strategies, the stratgies are devided into 3 main categories:

1. Metacognitive Strategies : it is a term used in information-processing theory to

    indicate an “executive” function, strategies that planing for learning, thinking about

    the learning process as it taking place.

2. Cognitive Strategies: are more limited to specific learning task and involve more

    direct manupulation of the learning material itself.

3. Sociaffetive Strategies: have to do with socal mediating activity and intracting with

    other.