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close this bookTeaching Additional Languages (IAE - IBE - UNESCO, 28 p.)
View the document(introduction...)
View the documentThe International Academy of Education
View the documentSeries preface
View the documentIntroduction
View the document1. Comprehensible input
View the document2. Language opportunities
View the document3. Language practice
View the document4. Learning strategies
View the document5. Listening
View the document6. Speaking
View the document7. Reading
View the document8. Writing
View the document9. Grammar
View the document10. Comprehensible pronunciation
View the documentConclusion
View the documentReferences
View the documentBack Cover

4. Learning strategies

Students should be taught strategies that enable them to increasingly learn language on their own and from their classmates and others without their teacher’s help.

Research findings

Classes cannot allow enough time to teach everything about additional languages. If students are taught how to learn on their own, they can acquire vocabulary and language skills by themselves without their teachers. Successful strategies include taking a slow breath to reduce anxiety, raising pertinent questions about difficult points, and being sensitive to the difficulties of others. Other strategies are tricks to memorize words, guessing and then checking meanings, and maximizing opportunities for language practice.

In the classroom

Teachers can employ several techniques for encouraging language-learning strategies:

· Observe students to see which learning strategies lead to better learning.

· Instruct students in strategies that can help them successfully learn and which allow them to become independent.

· Be aware of learners’ emotions and use techniques to reduce their anxiety.

· Encourage students to share successful strategies with each other.

· Teach students strategies that can help them compensate when they do not understand or cannot think of a word or phrase

References: O’Malley & Chamot, 1990; Oxford, 1990; Wendon, 1991.