LEARNER STRATEGIES

Anna Husna
 Learning Strategies

 Formulaic speech

 Creative speech

 Production Strategies

 A Model of L2 Production
 LEARNING STRATEGIES
BASIS OF LINGUISTIC PRODUCT

• Formulaic • Creative
Speech Speech
 FORMULAIC SPEECH
“expressions which are (1) learned as unanalysable wholes
and (2) employed on particular occassions.”
(Lyon 1986)

(1) Learners may produce an utterance he learned,

knowing its function without knowing its structure.

(2) Learners use each formula for each particular

communicative goal.
 TYPES OF FORMULAIC SPEECH

Routines Patterns Scripts

Totally unanalyzed Partially unanalyzed Rather fixed and

predictable
How do you do?
Can I have a _____?
You are welcome. E.g., Greeting
There is no ______?
I can’t speak sequences
I wanna ______.
English.

(Krashen & Scarcella 1978) (Ellis 1984c)

STRATEGIES INVOLVED IN ACQUIRING FORMULAIC SPEECH

PATTERN PATTERN PATTERN

MEMORIZATION IMMITATION ANALYSIS

Psycholinguistic Behavioural
strategy strategy

Cannot be Can be
observed observed
 PATTERN MEMORIZATION

STORED

INPUT

(1) Patterns (2) Each pattern

have to be has to be linked to
highly a communicative
frequent function Holistic processing is involved

(Seliger 1982)
 PATTERN IMMITATION

Learners deliberately and methodically

copy the whole utterance or part of it
 PATTERN ANALYSIS

FORMULA FORMULA

segment segment segment segment

Rule-bound ways of combination

NEW STRUCTURE

BASIS FOR THIS ANALYSIS:

Comparing formulas and looking for similarities and differences
 FORMULAIC SPEECH

Common in early SLA

Reduce the learning burden

while maximizing communicative ability
 PROCESS ACCOUNTABLE FOR CREATIVE SPEECH
(Interlanguage)
Overgeneralization
SIMPLIFICATION
Transfer
HYPOTHESIS FORMATION
Intralingual
INFERENCING
Extralingual
RECEPTIVE

HYPOTHESIS TESTING PRODUCTIVE

METALINGUAL
INTERACTIONAL

Formal Practice
AUTOMATIZATION
Functional Practice
 HYPOTHESIS FORMATION
Hypotheses about interlanguage rules are formed in
three ways:

1. Using prior linguistic knowledge

2. Inducing new rules from the input data

3. A combination of (1) and (2)

 SIMPLIFICATION

“attempts by the leaners to control the range of hypotheses he

attempts to build by restricting hypothesis formation to those
hypotheses which are relatively easy to form and will facilitate
communication.”

(Ellis 1985)
 SIMPLIFICATION STRATEGIES

TRANSFER OVERGENERALIZATION

Use L1 as a basis for Extend existing L2 knowledge

forming hypotheses about L2 to new interlanguage forms
E.g., overgeneralization of
E.g., transfer of Vietnamese
forming past form for
word order into English
irregular verbs
 INFERENCING

Learners attempt to “induce the rule from the input”.

(Ellis 1985)
 INFERENCING STRATEGIES

INTRALINGUAL EXTRALINGUAL
INFERENCING INFERENCING

Build up hypotheses by Build up hypotheses by relying

analyzing external L2 data on contextual meaning
 HYPOTHESIS TESTING
Hypotheses can be tested out in a number of ways:
1. Receptively (comparing hypotheses with L2 data)

2. Productively (making utterances containing the

hypothesized rules to check their correctness in terms
of feedbacks)

3. Metalingually (consulting teachers, natives,

dictionaries)

4. Interactionally (elicit a repair from interlocutor)

(Faerch & Kasper 1983b)

 AUTOMATIZATION

Learners try to consolidate hypotheses about L2 by

accumulating confirmatory evidence.

(Ellis 1985)
 AUTOMATIZATION

FORMAL FUNCTIONAL
PRACTICE PRACTICE

Focus is on Focus is on
formal features of L2 communicative endeavour
PRODUCTION STRATEGIES

Planning of Utterances

Correction of Utterances
 A MODEL OF L2 PRODUCTION
Littlewood (1979) proposes a model and
distinguishes two sets of strategies based
on it:

Minimal Strategy

Maximal Strategy
1. Planning Strategies

Semantic Simplification

Linguistic Simplification
2. Correcting Strategies

Monitoring is a correcting strategies