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Transcript of 2014-06AArizaASorondoCDelacruzCGarcíaCLambruschiniCGrajalesLColungeLTeherán_LS
“Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, more transferable to new situations” (Oxford, 1990)
The use of strategies depends on:
How can teachers foster LS with teenagers?
What is your opinion about working and discovering with your students their learning styles?
We also think Moskowitz's (1978) idea about teenagers’ involvement in the construction of their own identity as a relevant emotional feature is crucial. "The teacher needs to help learners to develop awareness of their preferred learning styles, find about their current strategy repertoire, and stretch that repertoire by trying out other strategies that match their styles" (Dornyei, 2005)
Oxford and Leaver's (1996) express that "there is no single set of effective strategies that fits every language learner." Learning strategies should be well-suited to students' learning styles and in this way meet their needs.
The time spent on strategy instruction is variable, but we do teach strategies systematically throughout the course. The strategy instruction component is included in the contents of each course syllabus.
the stage of the learner in the learning process
age and gender
motivation (Rubin, 1975)
Learning about students’ interests, motivation and learning styles by means of questionnaires, surveys, checklists, etc.
Grouping students depending on the results.
Being motivators and facilitators instead of merely controllers. Being open-minded, positive and providing lots of practice (Harmer, 1991)
TIPS TO MOTIVATE STUDENTS
Use current events related to music, fashion, movies, etc. contextualizing them to students' lives.
Develop activities that allow sts to show their talents: singing, drawing, making posters, making presentations using technology, videos, or so.
Use video clips.
In sum: incorporate what they like to what we do.
Examples of learning strategies matching students' learning styles
We agree with McGarry's (1995) claim: "students who are encouraged to take responsibility for their own work, by being given some control over what, how and when they learn, are more likely to be able to set realistic goals, plan programmes of work, develop strategies for coping with new and unforeseen situations, evaluate and assess their own work and, generally, to learn how to learn from their own successes and failures in ways which will help them to be more efficient learners in the future".
"Tell me and I forget,
Teach me and I may remember,
Involve me and I learn."
DEBATE SUMMARY GROUP 3
Ana Virginia Ariza Martinez
María Lillyana Cecilia Colunge Chamorro
Carlos Manuel De La Cruz Gordillo
Camilo Alberto García Lopez
César Augusto Grajales Castro
Claudia Rita Lambruschini Pásara
Andrea Carolina Sorondo Pérez
Lina María Teheran Alean
Group: FP_ TEFL_2014-06 - Group 3 teens
Dra. Mariangeles Avendaño Casassas
Date: May 4th, 2015
Goh, C. (1997) “Metacognitive awareness and second language listeners” in ELT Journal 51/4: 361-369
Dornyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah,NJ: Lawrence Erlbaum Associates.
Harmer, J. (1991) The Practice of English Language Teaching. London and New York.
Knowles, MS (1975) Self - directed Learning: A Guide for Learners and Teachers. New York, Association Press
Madrid, D.; Pérez, C.; Muros, J. & Cordovila, A. (1998). Education through English. Grupo Editorial Universitario. Granada.
Madrid, D.; Ball, P. "Learning Strategies". Funiber material
McGarry,D. (1995) Learner Autnomy 4: The Role of Authentic Texts. Dublin: Authentik.
O'Malley, J.M. & A.U. Chamot (1990) Learning strategies in Second Language Acquisition. Cambridge University Press. Cambridge.
Oxford, R. (1990) Language Learning Strategies: What every teacher should know. New York. Newbury House.
Oxford, R. & Leaver, B. (1996) "A Synthesis of Strategy Instruction for Language Learners" in R. Oxford (ed.): Language Learning Strategies Around the World: Cross-cultural Perspectives. University of Hawaii Press: Hawaii, pp.227-246.
CHARACTERISTICS OF THIS GROUP OF STUDENTS
Teens (12-17 years old) are people in constant intellectual, emotional and physical changes, who feel most of the times, are out of place because they are not children anymore and either adult. These kids do not find appropriate treatment at home so school becomes the place where they try to interact with adults looking for opportunities to be accepted and become important. Kids these ages are also very vulnerable, sensitive and emotional so that teachers must be very careful with their feelings. They are also cruel and do not care about bullying whoever they can.
Examples from our contexts:
Wall dictation, scavenger hunt, labellings, cloze exercices, role playing, and many more...