1. Welcome! “Exploring Possible Links between
EFL Learners’ Strategies and Their Teachers' Strategies”
Mr. Maamar MISSOUM
Lecturer, University of Blida 2, Algeria
International conference on Cognitive Sciences for Language Teaching
(Department of French - University Blida 2, Algeria)
8th and 9th November 2016

2. The Problem Academic Achievement of Some Learners Low
(Survey of teachers, 2 tests, note-taking, observation)
Desire and Duty to help learners at risk of failure

3. Solutions to the Problem
Easy Way = Grade Inflation / Lowering Standards
Better Way = Researching and Treating Causes of Failure
Purpose of the Talk (Title)

4. Outline
1. Sources of Data and Insights 2. Leaner Strategies 2.1 Hypothesized Efficient Learner Strategies 2.2 Hypothesized Less Efficient Learner Strategies 3. Links - Leaner Strategies & Teacher Strategies 4. Some Findings 5. Some Implications

5. Sources of Data and Insights
1. Review of Literature 2. Analysis of the subjects’ course grades 3. Classroom discourse analysis 4. Test of lecture comprehension + test of listening comprehension 5. Analysis of learners’ lecture notes 6. Questionnaires: 02 students + 01 teachers 7. Analysis of instruction

6. Learner strategies are
Cognitivism
Effective learners use strategies to perform learning tasks and achieve better attainment.
Learner strategies are
“specific actions, behaviours, steps, or techniques students use -often consciously- to improve their progress in apprehending, internalizing, and using the L2” (Oxford 1990).
Characterizations of learner strategies
(Oxford 1990, Wenden 1991, Stern 1992, Chamot & O’Malley 1996)

7. Hypothesised Efficient Learner Strategies
1. Self-study
2. Seeking Help
3. Planning
4. Mobilizing one’s resources
5. Self-reflection
6. Self-Motivating

8. Hypothesised Less Efficient Learner Strategies
Not using efficient strategies to the appropriate extent
1. Relying only on lecture notes
2. Trying to note down full sentences from lectures
3. Trying to understand all new words in a lecture or text

9. Links between Learner Strategies and Teacher Strategies

10. Some Teacher Strategies and How They May Affect Learner Strategies
 1. Reviewing and asking questions about previous lectures, relating lesson topic to the students’ prior knowledge
2. Asking questions to learners (define, explain, justify)
3. Giving outline of lecture
4. Assigning readings
 5. Reminding of purpose of task/learning
6. Assigning and assisting team work
7. Creating Opportunities for self- and peer-assessment
8. Explaining all new vocabulary
9. Authoritative discourse

11. Some Findings 1.Most subjects reported using efficient strategies
2.Many subjects were using less efficient strategies
70% do not use teacher’s handouts on a regular basis
44% do not relate prior knowledge to lecture content
34% do not ask themselves “What is the aim of the lecture?”
3.Room for Maximizing Teacher Strategies to foster more efficient learner strategies
Opportunities for self-assessment or peer-assessment hardly observed
75 % admitted not giving handouts
37.5 % do not give outline of lecture
Few questions asked or questions with no time left for reflection

12. Some Suggestions
Help students develop better cognitive and meta-cognitive strategies
1. Integrate Strategy Development in All Courses
Help learners discover, assess, adjust their own learning strategies and use them efficiently
2. Model Helpful Strategies (Implicit)
Procedure:
1. Identify then optimize use of teaching strategies that appear to foster better learner strategies
2. Identify teaching strategies that appear to foster inefficient learner strategies;
3. Practice better strategies

13. Conclusion Reflecting on our classroom practices
Questions and Comments are Welcome
“Thank you for your kind attention!”