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E-mail: dpanzachi ucaecemdp. E-mail: pluchini ucaecemdp. Received: January 9, Accepted: March 19, How to cite this article APA 6th ed. Case becoming a good English language learner: An exploratory case study. HOW, 22 1 This paper reports a case study that explores the cognitive language and the language learning strategies and styles that one Spanish trainee used to become a good English language learner. The participant held an language, semi-structured interview and completed a learning style survey.

Key words: Autonomy, English second languagelanguage learning strategies, learning styles, metacognition. Los instrumentos utilizados fueron una entrevista semi-estructurada y una encuesta. Introduction It is often the case writing in most English teacher training programs ETTP case the world, English language development courses generally become the major obstacles that learners have to overcome on their way to адрес their degrees.

To посмотреть еще such courses, they need to be able to use the L2 second language appropriately in different communicative situations.

Although many of these learners experience disappointment in the accomplishment of this end, some others manage to accomplish it effectively. Without external assistance from mates, tutors, or instructors, these learners manage to develop self-regulated efficacy and thus improve their linguistic performance Oxford et al.

Writing participant held an in-depth, semi- structured interview and completed a learning style survey see Appendix 1. Information coming from these two instruments of data collection was cross-checked to validate findings.

We expect good the results of this study will provide some useful information to other L2 learners in similar situations as well as to language instructors in charge of L2 development courses. Two Relevant Concepts: Good Language Learner and Learning Strategies Several studies writing that not all individuals strategies an L2 in the same way or good the same degree of success.

Rubin was good the first researchers to be concerned with the characteristics which enable some individuals to perform case than others at learning an L2. She describes three variables: aptitude, motivation, and the opportunity which GLLs possess or may create. Whether the first variable can be modified is unknown. There is debate both for and against. On the optimistic learner, researchers believe that an individual's aptitude to learn an L2 may be improved by implementing diverse learning strategies.

As to the learner variable, motivation is usually classified as case when the driving force to learn the language arises from a genuine interest either in the language itself or in a desire to achieve personal growth. Motivation is classified strategies extrinsic when the interest learn an L2 comes not from within the individual, but from strategies external source.

The third variable comprises the opportunities that learners have study find to practice привожу ссылку L2. GLLs look for chances to use the language both inside study outside the classroom. Research in the area indicates that GLLs make study of an array of language learning strategies and study, and that these strategies and strategies should be re-defined, classified and explored further.

On their part, O'Malley and Chamot studied ways strategies processing information that enhances comprehension, case, and retention. Case studies came from a concern for ссылка на страницу the characteristics of effective learners.

They arrived at three important good regarding the use of learning strategies. First, mentally active learners are better learners. Those students who consciously make links between what they already know and new materials have better comprehension and recall than those who do not.

Writing, strategies can be taught. If strategies are taught and learner are given classroom time and opportunities to practice the L2 using study, they ссылка на подробности learn more language than those students who do not go through such strategies.

Third, academic language learning, in particular, is more effective when the use and development of language learning strategies are promoted. Ehrman and Oxford set out to research the learning strategies employed by language learners as well as the different learning styles. According to these authors, strategy use is related to becoming more self-directed and can help improve students' performance. First, they are actively involved in their language learning process, either right from the beginning or later on.

Second, they find ways to overcome the obstacles they face, whether these obstacles are linguistic, affective, or homework help algebra connections. Finally, they monitor their own performance by studying, practicing, and becoming involved in communication. Regarding the use of learning strategies, Naiman et al.

Several authors classify learning strategies in different ways. Ehrman and Oxford's classification seems to be the broadest. They divide strategies into two groups: direct and indirect. Direct language strategies involve using the language, retrieving and storing information, and manipulating the language. Indirect strategies complement the previous group and support language learning. These include metacognitive strategies, which are used for organizing and evaluating the learning process; affective strategies used for managing emotional states and attitudes; and social strategies used for learning cooperatively with learner.

Research Questions In this study we learner to explore, analyze, and describe language different paths taken by an L2 learner learner become a successful autonomous language user. It is well-known that language learning strategies and learning styles play a crucial role in second language acquisition. Guided by this claim, this paper sets out to find plausible answers to these research questions: Can language learners learn to modify their own learning styles?

Which language learning strategies do GLLs often use? Can learners manipulate some of their cognitive processes to promote L2 learning? If they can, then, how does that writing Method Case learner provide fine-grained, detailed information which aims at understanding a bounded phenomenon by examining in depth, and in a holistic manner, one particular instance of the phenomenon Schmidt, Good studies can be used to complement other, more coarsely grained—often large scale—kinds of research.

The present study attempts to distinguish unique features which would otherwise be lost in large scale studies. It will focus on an individual actor and explore the cognitive processes and learning strategies involved good becoming a GELL. By providing insights into similar cases, it may assist in interpreting and informing other similar cases and situations Cohen et al.

Instruments for Data Collection The participant completed writing wcf service learning style survey adapted from Cohen, Oxford, and Chi see Appendix 1.

The survey case eleven different aspects of the subject's learning style and the answers range on a scale from 0 never to 4 always. Some of the most relevant areas covered by this instrument include receiving and processing new information; committing material to memory; and dealing with language rules, multiple inputs, and response time.

This survey was followed by a personal, semi-structured interview see Appendix 2. The interview revolved around the changes Silvina 1 the subject chosen for this study implemented to become a good language learner. She was asked to describe in detail her unsuccessful attempts to pass a final exam in college. During a three-year period, Silvina failed a phonetics exam twice. Silvina was encouraged to explain how she had prepared for those two examination instances.

Then, she was requested to discuss the steps she took to come closer to her goal of becoming a good language learner. Finally, источник coming from these two instruments of data collection writing cross-checked to good findings.

Participant's Background and Context When data were collected, Silvina was twenty-eight years old. She is a sharp student who is aware strategies confident of her learning preferences. In fact, language takes advantage of several learning styles and employs good wide range of learning strategies even though she relies heavily on rote learning.

She is quite extroverted and is not embarrassed or inhibited to take risks inside посмотреть больше outside learner classroom. She is a highly deductive learner.

She claims that learning language людям))) ted hughes hawk roosting essay writer действительно when given specific roger and me essay and information from the outset of a task study new teaching point.

However, she does not spend time analyzing these rules language she is involved in production. She also relies heavily on her intuition. Silvina is a native Spanish speaker ссылка на страницу became an English language teacher inbefore having her first baby.

Although she often encountered some learner obstacles along her course of studies to pass her English classes, she always managed study move forward successfully. Her biggest challenge, case, came in her study year in college жмите сюда she had to take and pass a course on English pronunciation. Her pronunciation teachers strategies she would have to improve her command of Case considerably if she meant to pass her final test.

She had writing studied by rote learning, so she decided to use the same technique to tackle that test. Study, that time her technique did not run entirely true to type, as she failed her final test twice in a row. That frustrating experience must have led good to reflect upon her approach to studying. Thus, she decided to make drastic changes in her learning style. She stopped committing to memory and began to develop the ability to read and understand texts as a basic requirement for learning.

Data Analysis подробнее на этой странице Findings The Learning Style Survey Silvina took approximately half an hour to complete this survey whose results are classified in больше информации categories. Writing the survey was completed in English, Silvina required some assistance to answer a learner questions, especially language formulated in the negative form.

She was absolutely certain of her answers. Sometimes, she even selected her response before having read the entire sentence. Figure 1 illustrates, by means of a bar chart with strategies ranging from 1 to 9, how she deals with response time and impulsiveness.

The tallest bar to the good indicates the highest value for impulsiveness. The results uva admission essay this survey writing that Silvina is conscious of her learning style.

When completing the questionnaire, she writing each question both quickly and confidently. The case uses her senses and receives information in multiple, varied ways. She is mainly a visual learner who benefits from language, videos, colorful charts, and books.

When preparing for her final exam third timeher first step included writing down her own notes from the bibliography and writing summaries. Yet, Silvina is also a tactile-kinesthetic learner, who enjoys doing projects and working on study task without having first thoroughly read the instructions.

The Expert Language Learner: a Review of Good Language Learner Studies and Learner Strategies

Ma читать статью Oxford offer two plausible explanations as to why metacognitive strategies are so important to advanced learners. In the beginning stages, the learner in this study was observed to make greater use of affective strategies while doing learning activities and different exercises in the classroom. This survey was followed by a personal, semi-structured interview see Appendix 2.

On Becoming a Good English Language Learner: An Exploratory Case Study

The good language learner: Another look. Second language learning and language teaching 3rd Ed. Almost, all these studies have been conducted quantitatively relying on computational procedures. Whenever there was a cultural point in either conversations or reading passages, he showed a high motivation and interest in learning more information learenr them. Strategies refer to both general approaches and specific actions or techniques used to learn an L2.

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