Teaching methodology, Fall, 2015
Style and strategy
*Major concepts
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Learning style
Field dependent vs. Field independent
Communication strategies
STRATEGIES-BASED INSTRUCTION (SBI)
PROCESS, STYLE, STRATEGY
PROCESS:
All human beings engage in certain universal processes.
Stimulus-response connections and are driven by reinforcement.
STYLE:
It refers to consistent and rather enduring tendencies of preferences within an individual. General characteristics of
intellectual functioning that pertain to you as an individual, and that differentiate you from someone else.
STRATEGY:
Specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs
for controlling and manipulating certain information. Oxford & Ehrman(1998, p. 8) defined SLL strategies as “specific
actions, behaviors, steps, or techniques…used by students to enhance their own learning.”
LEARNING STYLE
• Tolerant of ambiguity
• Left-brain style vs. Right-brain style
• Reflective v.s. Impulsive
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factors are intermingled, it is referred to as learning styles.
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Skehan(1991, p 288) defined learning style as “a general predisposition, voluntary or nottoward processing
information in a particular way.”
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Reflective style vs. Impulsive style
Ehrman& Leaver (2003)’s nine styles to SLA
1. Field independence-dependence
2. Random (non-linear) vs. sequential (linear)
3. Global vs. particular
4. Inductive vs. deductive
5. Synthetic vs. analytic
6.Analogue vs. digital
7. Concrete vs. abstract
8. Leveling vs. sharpening
9. Impulsive vs. reflective
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Field Dependent
FD: inductive lesion design
Social, emphatic, perception of
others
Communicative measures
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Field Independent
FI : both by traditional, analytic,
paper-pencil tests and by oral
interview
FI is better in deductive lessons
Moderate correlation b/w FI and
pronunciation accuracy.
Teaching methodology, Fall, 2015
Left –and Right-Brain Dominance  Table 5.1
Ambiguity Tolerance
1) Ambiguity tolerant : open-minded in accepting ideologies and events and facts that contradict their own views;
2)More content than others to entertain and even internalize contradictory propositions.
3)Free to entertain a number of innovative and creative possibilities and not be cognitively or affectively disturbed by
ambiguity and uncertainty.
4) Ambiguity intolerance They wish to see very proposition fit into an acceptable place in their cognitive organization,
and if it does not fit, it is rejected.
5)Successful language learning necessitates tolerance of such ambiguities, at least for interim periods or stages, during
which time ambiguous items are given a chance to become resolved.
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Reflectivity and Impulsivity
1) Impulsive : gambling guess at an answer to a problem
2) Reflective : a slower, more calculated decision
3) David Ewing(1977): An intuitivestyle implies an approach in which a person makes a number of different gambles
on the basis of “hunches,” with possibly several successive gambles before a solution is achieved.
e.g. fast readers, and eventually master the “psycholinguistic guessing game” (Goodman,1970) of reading
4) Persons could take advantage of inductive reasoning more effectively. (Kang, Pearson, & Welch, 1966)
5) Doron(1973) Reflective Ssis slower but more accurate.
6) Abraham (1981) Proofreading task was weekly related to reflective tasks.
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VISUAL, AUDITORY, and KINESTHETIC STYLES
-Visual learners: Charts, drawings, and other graphic information
-Auditory learners: Listening to the lectures, and audiotapes.
-Kinesthetic learners: Showing a preference for demonstrations and physical activity.
-Joy Reid (1987) : Significant cross-cultural differences in visual & auditory styles.-Korean –visual oriented -Japanese
Sswere the least auditory ss-(Auditory ) Chinese & Arabic –Japanese –Korean (Visual)
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AUTONOMY, AWARENESS, AND ACTION
-The importance of autonomy in oral production.
-Solve problems in small groups, practice language forms in pairs and practice using language outside of the
classroom.
-Self-help manuals for learners to ‘take charge of their own learning
-Chart their own “pathways to success” (Brown, 1989).
, Autonomy requires the use of strategies.
1) Language programs and courses emphasized to students the importance of self-starting and of taking responsibility
for one’s own learning.
2) Carter (2001) Learners in Trinidad and Tobago traditionally rely on teachers as managers of their learning.
-sensitive” model (p. 26)
3) Chan(2002), Schemenk(2005, p. 115) ‘a critical awareness of.. Specific cultural backgroup sand impacts’
4) Autonomy is the demand on learners to become aware of their own processes of learning.
: “consciousness raising” language programs are offering more occasions for learners to develop a metacognitive
awareness of their ongoing learning.
5) A Journal, Language Awareness:
and Spada(2000), English learners in Quebec displayed no awareness of their own intuitions about lg.
Learning and suggested further attempts to help ss to increase awareness.
ng(2004) showed awareness-of-lg. program is engaged in metalinguistic reflection.
6) Awareness-raising: Appropriate level of awareness-raising is in need.
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• STATEGY
-Moment-by-moment techniques
-Chamot (2005, p. 112) “procedures that facilitates a learning task…
-Conscious, goal driven
-We saw that certain learners seems to be successful regardless of methods or techniques of teaching.
-Importance of individual variation
-Rubin (Rubun& Thompson, 1982) “Good” language learners
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Teaching methodology, Fall, 2015
-Sociocultural approach
-The identity that each learner creates in a socially constructed context is focused.
-Teachers can benefit from attending to what might indeed be very common strategies for successful learning across
many cultures and contexts. -They need to be every mindful of individual needs and variations as well as the cultural
context of learning.
1) Learning strategies
•Michael O’Malley and Anna Chamotand colleagues studies the use of strategies by learners of English as a second
language in the United States.
•Three categories for strategy : Table 5.2. a. metacognitive b. cognitive c. communication strategies(socio affective
strategies)
•O’ Malley, Chamot, and Kupper(1989)
SL learners have developed “effective listening skills” through the use of monitoring,elaboration, and inferencing.
Reading: bottom-up/ top-down processing, predicting, guessing from context, brainstormingand summarizing
(Pressley, 2000; Chamot& El-Dinary, 1999; Anderson, 1991)
Bacon’s (1992): Gender difference in use of strategies.
Strategy-based instruction (SBI)
2) Communication Strategies
•Tarone(1983) notes, comprehension and production can occur almost simultaneously. Faerch& Kasper (1983a, p. 36)
defined communication strategies as “potentially conscious plans for solving what to an in reaching a particular
communicative goal.”
compensatory → strategic competence
•Avoidance strategies : syntactic, lexical, phonological, topic avoidance
•Compensatory strategies: prefabricated patterns, code-switching, appeal to authority
STRATEGIES-BASED INSTRUCTION (SBI)
•McDonough, 1999; Cohen, 1998Cohen (1998): “SSBI”-Style and strategies-based instruction –to emphasize the
productive link b/w styles and strategies.
•Wenden(1985) asserted that learner strategies are the key to learner autonomy.
•Chamot(2005, p. 123) concluded that “explicit instruction is far more effective than simply asking ssto use one or
more strategies and also fosters metacognition, ss’ability to understand their own thinking and learning processes.”
•Students will benefit from SBI if they (1) understand the strategy itself (2) perceive it to be effective, (3) do not
consider its implementation to be overly difficult (MacIntre& Noels, 1996).
STRATEGIES (table 5.4 p. 146)
*Topics for discussion
1. Share what each of you perceives to be your more dominant cognitive style along the continua presented here:
FID, Right/left brain, ambiguity tolerance, reflective/impulsive, and visual/auditory.
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The end -
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2. When you are learning a foreign language, what strategically-based advice would you like to have had that you did
not have at the time? Which of the pedagogical suggestions for SBI discussed at the end of the chapter appeal to
you, and why?