Slide 1

Learner Strategies for Saudi Language Learners

Presented by Peter Lucantoni at The 4th Annual KSAALT Conference: "Students' Identities and Language Learning Saudi Arabia" May 5, 2011 at Prince Mohammad Bin Fahd University (PMU) in Al Khobar.

___Learner Strategies for Saudi Language Learners was presented by Peter Lucantoni of Cambridge University Press at the 4th Annual Conference of the Kingdom of Saudi Arabia Association of Language Teachers; held at Prince Mohammad Bin Fahd University in Dammam on May 5, 2011._________________

Slide 2
Strategy:
2.

__First, let us identify what is a Strategy: a plan

a : a careful plan or method: a clever stratagem b: the art of devising or employing plans or stratagems toward a goal

of action. ______________________________ _______________________________________ _______________________________________

http:/ / www.merriam-webster.com/ dictionary/ strategy

______________________________________

Slide 3
Learner Strategy
Learning strategies are the thoughts and actions that individuals use to accomplish a learning goal.

___What is a Learner Strategy? It is a plan of action for acquiring knowledge. ___________ ___________________________________ ___________________________________
Anna Uhl Chamot, Issues in Language Learning Strategy Research and Teaching (The George Washington University)

___________________________________

Slide 4
Saudi Language Learner

___A Saudi Language Learner Strategy can, thus, be identified as an observed, or known, plan of action for learning English as a Second Language; executed by Saudi Prep Year students, of the Arabic mother tongue (hereinafter identified as L1, which is, according to Rod Ellis, the native language). L2 is the second language to be acquired - in this case, English._____________________

Slide 5
Learner Strategies =
action to be taken for success to happen.

___Mr. Lucantoni noted that Learner Strategies specify action to be taken for success to happen. That is, steps taken to obtain desired results.________________________________ ___________________________________

success = desired results

Slide 6

Learning Strategies in Second Language Acquisition

J. Michael O'Malley, Anna Uhl Chamot (1990) Reported on developmental issues in second language acquisition:
language transfer, interlanguage, communicative competence, and

In their book. Learning Strategies in Second Language Acquisition (1990), OMalley and Chamot catalogued learning styles: strategies planned and executed by successful second language learners inside and outside of the classroom. Mr. Lucantoni presented, as fact, that in Saudi Arabia it is the teachers responsibility to guide learners in how to learn, using tools and strategies.; even influencing behavior of the second language learner according to the skill to be learned.

learning versus acquisition distinctions

ACCOMPLISHMENT= effective learning styles

Slide 7

COMPONENTS of Language Learner

Strategies:
The learners culture
The context of the learners strategy Learning as a result of strategy

__The Teachers responsibility, said Lucantoni, is to take into account what are components of Language Learner Strategies, including: The learners culture; the context of the learners strategy; learning (as a result of) strategy; the role of learning in the learners life; Good Language Learner Strategies (Naiman, Frohlich, & Stern); and, Teachers.___________________

The role of learning in the learners life

Good Language Learner Strategies (Naiman, Frohlich, & Stern) Teachers.

Slide 8
The Learners Culture

__Culture was identified by Mr. Lucantoni as the values, traditions, way of life, and language which influences the perceptions and responses of the Saudi Language Learners. For example, does the Language Learner consider the Second Language being acquired as counter-cultural or a form of imperialism? Language Learners perceptions affect their attitudes toward learning, as well as how they learn.________________________

Slide 9
Teacher awareness:
Internalization

Mr. Lucantoni further implied that Teacherawareness of these factors should influence how the Language Learners are taught. As learning styles are affected by culture, Learner Strategies (self-imposed or teacher-imposed) involve students: Internalization; Objectives; Religion; Agenda; and Age. At this point, Teachers/Participants were given the task of brainstorming what identifies strategy. Teachers/Participants definitions included the following:

(to incorporate (as values or patterns of culture) . . .)

Objectives
Religion Agenda Age (emotional vs. actual)

Slide 10

Brainstorm: Strategy
technique

_Technique; How to accomplish something; Plan; Approach; Steps to reach an outcome; Tactics; and Roadmap.___________________
Plan

How to accomplish something . .

.

approach

tactics

Steps to reach an outcome . . .

___________________________________ ___________________________________

roadmap

Slide 11
Strategy: etymology
(Greek, military)

___The next Teachers/Participants task was a gap-fill exercise, defining Strategy, which etymology is defined as Greek military origin:
strategos = general

stratos = army
agos = leader

strategos = general + stratos = army + agos = leader.________________________________ ___________________________________

Learner Strategy = to take charge of a plan of action

Slide 12
Lucantonis Learner Strategy:
Learner-centered
Behavioral

Lucantonis Learner Strategy is hypothesized as: 1. Learner-centered;_____________________ 2. Behavioral (as defined by the skill to be acquired: Reading, Writing, Speaking and/or Listening).______________________________

(as defined by the skill to be acquired:Reading Writing Speaking Listening)

Slide 13
Learner-centered:
. . . learners are closely involved in the decision-making

__Learner-centered can be considered a choice of the learner while learning/using the second language. The teachers roles include encouraging, and training, learners to learn and apply the new language. Teachers are to guide the learners in how to learn, using tools and strategies, said Lucantoni.______________

process regarding the content of the curriculum and how it is taught" (Nunan, 1988, p.2).

Slide 14
Behaviors

__Behaviors for different language skills can be conscious, as when reading for comprehension; social, as when engaged in speaking tasks requiring conversation partners, [analytical/mathematical] as when grouping and labeling words to be learned for writing tasks, as well as for breaking down words into components for listening comprehension._____ Food for thought, regarding what can be postulated as typical Saudi language Learner Strategy. Mr. Lucantoni asked his audience: Do your Saudi Language Learners . . .?_

Slide 15
Strategy vs. Style
Predict / Guess from context? Use analytic strategies for accuracy and precision?

___Predict, and/or guess from context? (probably not, as theirs is a memory background of learning.); Use analytic strategies for accuracy and precision?; Prefer to memorize facts?; Learn socially? (Being social during class may, or may not, result in learning.); Not enjoy being passive? (Many Saudi L2 Learners tend to be passive, instead of interactive learners.) _________ If the teacher is to assist in developing, and/or guiding Language Learning Strategy, Lucantoni presented that the same must note that Strategy is about, and/or includes:___________

Prefer to memorize facts?

Learn socially? Not enjoy being passive (vs. interactive)?

Slide 16
Teacher Guidance: Strategy
Student activity (groupwork, task-based and cooperative

__Students being active about learning (groupwork, task-based or cooperative learning opportunities); Clarification and verification of learning targets based upon students questions (Teachers must give students functional language for asking questions.); Correction (encouraging application of language, following Teachers model/ modeling); Cooperation (among L2 users; working to complete tasks; asking/giving assistance); ________________________
learning opportunities)
Answer questions for clarification and verification (provide

functional language for asking questions)

Correct (encourage application of language, provide

modelling)
Cooperation (task-completion, giving/ asking for assistance)

Slide 17
Teacher Guidance: Strategy
Develop cultural understanding (both ways) Allow expression of individual learners identities / self-

__Developing cultural understanding; Allowing manifestation of individual learners identities, and encouraging self-diirection of L2 acquisition; Expanding the role of the teacher (as presenter, analyst, language and task facilitator); Teacher must also - assess, monitor, guide, and re-direct L2 students towards accomplishment of goal;___________

direction of L2 acquisition
Expand teachers role (presenter, analyst, language and task

facilitator)
Assess, monitor, guide, re-direct L2 towards accomplishment

of goal

Slide 18
Teacher Guidance: Strategy
Resolve problems toward accomplishment of language goal Consider emotional, attitude, expectations of L2s in

__Problem resolution: toward how to accomplish the goal; Multi-faceted approach, incorporating emotional, attitude, expectations aspect of L2s; Recognition that students can, and must, be taught; Flexibility (based upon learners needs); ________________________

approach
Recognize that students can / must be taught

Be flexible (based upon the learners needs)

Slide 19
Good Language Learners
Identify the best strategy for a specific task.

__Openness to the variety of factors influencing learner strategies (Good learners identify the best strategy for a specific task. Poor learners cant identify the best strategy for a specific task; even when the applied strategy is not resulting in successful comprehension and application of the second language.). ________ Lucantoni said that teachers must recognize that good students have confidence in their ability to learn and use L2, and expect to succeed in learning and using L2. Conversely,
Have confidence in their ability to learn and use L2
Expect to succeed in learning and using L2

Poor Language Learners

CANT identify the best strategy for a specific task Lack confidence in their abilities to learn and use L2

challenged Saudi Language Learners lack confidence in their abilities to learn and use English as a Second Language.___________

Slide 20

Teach students: Language as a SYSTEM

FORM FUNCTION

Therefore, my now-learned colleagues, Mr. Lucantoni wants us the English Language Instructors to know, and incorporate Good Language Learner Strategies in our classrooms by finding the learning style that suits the students by trial, and using multi-faceted approaches (ask, expose, give options) . . .____ Language Learners must develop/be taught an awareness of language as a system (e.g., form) and communication (e.g., function); and how to pay constant attention to L2s expanding language knowledge: L2 is a separate system from L1, and must be developed as such._______________________

Slide 21
OMalley and Chamot:
1.

Psychologically speaking, there are three types

Metacognitive (planning and thinking about learning)

of learning strategies identified by OMalley and Chamot: 1. Metacognitive (planning and thinking about learning, including advance planning, self-monitoring, self-management,

Advance planning Self-monitoring Self-management Setting goals

2.

Cognitive (organizing information)

3.

Social (learning by interacting and/ or cooperating)

and setting goals). 2. Cognitive (organizing information: reporting, translating, grouping, imagery, key words, inferring, note-taking, resourcing such as through dictionaries). 3. Social (learning by interacting and/or cooperataing: giving/asking for help).__

Slide 22
Lucantoni:
Students know best how to learn.

__Lucantoni believes that students know best how to learn. He said that learner autonomy is the key to learning; and that teachers must train learners by explaining, in the classroom, Strategies for Leaning language targets. Teachers must: _________________________

Learner autonomy is the key to learning.

Teachers must train learners by explaining . . .

Slide 23
Teachers must:
Describe Demonstrate

___describe; demonstrate; give opportunities for practice; apply use target language; recognize thinking process (encourage students to develop self-knowledge and self-regulation: plan, monitor, evaluate).__________________ _______________________________________

Give opportunities for practice

Apply (use) target language Recognize thinking process (self-knowledge and self-

regulation).

Slide 24
CONCLUSION:
Some students are better than others. Teachers must guide L2s, still.

____In conclusion, Lucantoni told teaachers to recognize that some studennts are better than others. While students may have preferred Language Learning strategies, teachers must gide them, still. Learner autonomy (selfdirected learning) is dependent on Learner Strategy: Learner Strategies are key to learner autonomy.____________________________

Learner Autonomy (self-directed learning) is dependent on

Learner Strategy
Learner Strategies are key to Learner Autonomy

Slide 25
The job of TEACHING

___Mr. Peter Lucantoni concluded his presentation by stating that Facilitation of autonomy is the job of teaching.___________ _______________________________________ _______________________________________ _______________________________________

is the facilitation of autonomy.

Slide 26
Suggested reading:
http:/ / homepage.ntlworld.com/ vivian.c/ SLA/ L2_learning_strategies.htm

__ For further reading, I would like to suggest L2 Learning Strategies:__________________ http://homepage.ntlworld.com/vivian.c/SLA/L2 _learning_strategies.htm__________________ _______________________________________ _______________________________________

Slide 27
Learner Strategies for Saudi Language Learners
Presented by Peter Lucantoni at The 4th Annual KSAALT Conference: "Students' Identities and Language Learning Saudi Arabia" May 5, 2011 at Prince Mohammad Bin Fahd University (PMU) in Al Khobar. ECHO Seminar Re-presented by Shelia A. Peace, Jubail University College English Instructor 18 June 2011 for KSAALT Revisited F aculty Training Program

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________