1. Learning Strategies 4a10h069 林怡德 4a1c0031 林宣妤 4a1c0063 王鎮洲 4a1c0064 施俊宇 4a1c0067 鍾奇霖 4a1c0068 曾志豪

2. » The research of the mid-1970s led to some very careful defining of specific learning strategies, Michael O’Malley and Anna Chamot and colleagues studied to the use of strategies by learners of English as a second language in the United States.

3. Typically, strategies were divided into three main categories: » Metacognitive is a term used in information- processing theory to indicate an “executive” function. » Cognitive strategies are more limited learning material itself. » Socioaffective strategies have to do with social-mediating activity and interacting with others.

4. » O’malley, Chamot, and Kupper found that second language learners developed effective listening skills through the use of mon-itoring, elaboration, and inferencing. Forty-seven different reading strategies were identified by Anderson.

5. » Two major forms of strategy use have been documented: » Strategies-based instruction (SBI) (Classroom-based or textbook- embedded training) » Autonomous self-help traing Both have been demonstrated to be effective for various learners in various contexts.

6. 1.Advance Organizers: planning the learning activity in advance - "You review before you go into class". 2.Directed Attention: deciding to concentrate on general aspects of a learning task. 3.Selective Attention: deciding to pay attention to specific parts of the language input or the situation that will help learning. 4.Self-Management: trying to arrange the appropriate conditions for learning - "I sit in the front of the class so I can see the teacher". 5.Advance Preparation: planning the linguistic components for a forthcoming language task 6.Self-Monitoring: checking one's performance as one speaks - "Sometimes I cut short a word because I realize I've said it wrong". 7.Delayed Production: deliberately postponing speaking so that one may learn by listening "I talk when I have to, but I keep it short and hope I'll be understood". 8.Self-Evaluation: checking how well one is doing against one's own standards

7. 1.Repetition: imitating other people's speech overtly or silently. 2.Resourcing: making use of language materials such as dictionaries. 3.Translation: 'using the first language as a basis for understanding and/or producing the L2' 4.Grouping: Organizing learning on the basis of 'common attributes'. 5.Note-taking: writing down the gist etc of texts.

8. ItemDescribe RepetitionImitating other people's speech overtly or silently. ResourcingMaking use of language materials such as dictionaries. Directed physical response Responding physically 'as with directives'. Translation Using the first language as a basis for understanding and/or producing the second language. GroupingOrganizing learning on the basis of 'common attributes. Note-taking Writing down the gist of the texts. Deduction Conscious application of rules to processing the second language. Recombination Putting together smaller meaningful elements into new wholes. ImageryVisualizing information for memory storage. Auditory representation Keeping a sound or sound sequence in the mind.

9. ItemDescribe Key word Using key word memory techniques, such as identifying the second language word with the first language word that it sounds like Contextualization Placing a word or phrase in a meaningful language sequence. ElaborationRelating new information to other concepts in memory. TransferUsing previous knowledge to help language learning. InferencingGuessing meanings by using available information. question for clarification Asking a teacher or native for explanation. Socioaffective Strategies ItemDescribe CooperationWorking with fellow-students on language.

10. » General conclusions from studies conducted in China, Japan, Israel, Egypt, and Russia, among others, promise more than a glimmer of hope that SBI and autonomous learning are viable avenues to success, cultural differences notwithstanding.