Learning Strategies in the Acquisition of a Second Language

In regards to increasing the way we teach English, there are some categories about learning strategies that could help us in the classroom. As teachers, we should focus on the importance of creating supportive learning environments, which involve all students in a positive procedure. Sometimes, teachers think that the difference between a good student and a bad student is just a matter of attitude. However, I could say that the difference can be attributed to the way some students learn and the kind of strategies they take to understand deeply. When this process happens, learning is easier and faster.

One of the main goals for a teacher is to help learners become autonomous and independent, so they will be able to deal with learning on their own as well as be prepared with the appropriate skills and strategies to acquire the language in a self-directed way.

In order to expand learning strategies, cognitive and metacognitive strategies play an important role in the classroom language. The teacher combines them in a positive way, taking into account their learning capacity and memorization, reasoning, analyzing, and  practice embracing how they plan, self -evaluate and monitoring their own learning.

A second goal is also helps our students develop an awareness of strategies to empower them to use a wider range of tactics for making learning more rapidly and more effective. Consequently, memory, affective and social strategies are focused on the other important aspects in intrapersonal an interpersonal language acquisition. With different techniques to retain vocabulary through images, body language, grammar structures in communication and language use seeking to connect their emotions with others in a second language. Finally, the interaction with others will take them closer to this natural approach in a real context.   

According to (O´Malley & Chamot, 1990) strategies are the tools for active, self-directed involvement needed for developing L2 communicative ability. A learning strategy is an approach to learn and use information to help them to understand, to be more active learners by teaching them how to learn and solve problems in second language acquisition.

Language Learning Strategies have been categorized by many researchers such as O´Malley & Chamot, 1990, Oxford 1990, Rubin 1981, Naiman 1978, Wenden 1985 and more. Most of these endeavors to classify and organize language learning strategies develop awareness illustrating that LLS have the potential to be an authentic learning tool.

The strategies that fulfill   these conditions, make learning easier, enjoyable, more effective, and transferable to new situations.  This procedures turn into a faithful material when the learner has the capacity to process the information in a different situation. On the other hand, when the learner stored in memory and processes this information with authentic results, these students become competent individuals in the production of a second language.

To sum up, Language learning strategies, help the students with particular techniques that facilitate the learning of the target language and support the way in which learners grasp a language. it is not reasonable to support the idea that all language learners use the same learning strategy or they should be trained in using and developing the same strategies to become successful learners, but it involves students in an implicit knowledge and as a result to develop students ability to understand and produce natural language.

References

O’Malley, J.M. & Chamot, A.U., 1990: Learning Strategies in Second Language Acquisition.

Cambridge, U.K.: Cambridge University Press.

http://www.ccsenet.org/journal/index.php/ass/article/view/1571/1492

Oxford, R.L., 1990: Language Learning Strategies: What Every Teacher Should Know.

Boston: Heinle & Heinle.