Language Learning Strategies

Cary's second article focuses on the learning strategy introduction and integration in a teacher named Fiona's fifth grade classroom. I found this article extremely reader-friendly and encouraging in its discussion of learning strategies that the children employed. Ms. Chen's method of discussing the learning strategies that children are using with them seemed to instigate a lively discussion that worked well. However, at the postscript of the article it mentions that Fiona was "concerned with the lack of student "buy-in"; kids frequently groaned when she announced it was strategy time" (Cary 122). What was found to work best was when she focused on content and not skills or strategies. The content was the first thought, and the other two would follow.

The language learning strategies presented in the opening of chapter 11 (practicing song lyrics in the target language, reading newspapers and magazine in the target language, etc) are ones that I am extremely familiar with, have been suggested to me in the past, and have undertaken in order to strengthen my language skills. The chapter goes on to present a list of strategies that are essential for all good language learners to have. These are more general but technical as well and include being uninhibited about mistakes, taking advantage of all practice opportunities, and focusing on both form and meaning. Being aware of what strategies are being utilized in language learning leads to increased proficiency in the target language, and although research is not clear regarding whether or not less successful learners are aware of the strategies they use, they only use them sparingly and in desperation. The difference between the strategies of the two groups is that the higher-achieving learners use thoughtful and introspective strategies while the less-successful use desperate measures, if you will, such as translation and memorization, or ones that facilitate little fossilization.

Chapter 12 goes deeper into the idea of learning strategies and presents an action research study where the researcher intended "to see whether incorporating a learning strategy and self-monitoring dimension into the classroom would help" his students develop a self-reflective orientation (Anthology 133). His research questions centered around the sensitivity of the language learning process that may or may not have arisen, the possible formulation of realistic learning goals and development of learning skills, and the application of these skills beyond the classroom. Using a number of different categories that focused on topics such as strategies for dealing with pronunciation and grammar, dealing with the macroskills of reading, writing, and listening, and focusing on the content and environment of the learning process, and a number of tasks within these categories, the researcher came up with the conclusion that strategy training did lead to greater sensitivity to the learning process (over time). "Opportunities to reflect on the learning process and to develop new learning skills helped learners to identify and articulate differences between their school experiences and those encountered at university" (Anthology 143).