1. 16. STRATEGIES-BASED INSTRUCTION
Teaching by Principles By
H.D. Brown

2. STRATEGIES-BASED INSTRUCTION
The persistent use of a whole battery of strategies for language learning
Sometimes these strategies are subconsciously applied
Often learners have achieved their goals through conscious, systematic application of a battery of strategies

3. STRATEGIC INVESTMENT Strategic investment
Strategies-based instruction (SBI)
Teachers might overlook their mission of enabling learners to eventually become independent, autonomous
Students need to have the necessary strategy competence for the give and take of meaningful communication

4. GOOD LANGUAGE LEARNERS
By Joan Rubin and Irene Thompson
Good language learners;
1. find their own way, taking charge of their learning
2. organize information about language
3. are creative, developing a “feel” for the language by experimenting with its grammar and words

5. GOOD LANGUAGE LEARNERS
make their own opportunities for practice
learn to live with uncertainty
use mnemonics & other memory strategies
make errors work for them
use linguistic knowledge

6. GOOD LANGUAGE LEARNERS
9. use contextual cues to help them in comprehension
10. use contextual cues to help them in comprehension
11. learn to make intelligent guesses
12. learn chunks to help them perform “beyond their competence”

7. GOOD LANGUAGE LEARNERS
13. learn certain tricks that help to keep conversations going
14. learn certain production strategies to fill in gaps
15. learn different styles of speech & writing & vary their language according to the formality of the situation

8. STYLES OF SUCCESSFUL LANGUAGE LEARNING
Styles : the consistent and enduring traits, tendencies, or preferences that may differentiate you from others
Strategies : specific methods of approaching a problem or task for controlling and manipulating certain information

9. STYLES OF SUCCESSFUL LANGUAGE LEARNING
successful second learners are usually people who know how to manipulate style as well as strategy levels
the number of personality (extroversion, self-esteem, anxiety) and cognitive styles ( left/right brain orientation, ambiguity tolerance, field sensitivity) that lead toward successful learning is finite.

10. DEVELOPING STUDENT SELF-AWARNESS OF STYLES
Informal self-checklists
Formal personality and cognitive style tests
any self-check test is a product of a test-taker’s own self image
their responses may reflect a bit of self-flattery

11. DEVELOPING STUDENT SELF-AWARNESS OF STYLES
Reading, lectures, and discussion
Encouraging “good language learner” behavior
through frequent impromptu reminders of rules for good language learning and encouragement of discussion or clarification

12. HOW TO TEACH STRATEGIES IN THE CLASSROOM
Direct or cognitive strategies
learners apply directly to the language itself
Indirect or metacognitive strategies
- learners manage or control their own learning process

13. HOW TO TEACH STRATEGIES IN THE CLASSROOM
Teach strategies through interactive techniques
ex) information-gap listening technique
Use compensatory techniques
Administer a strategy inventory
Make use of impromptu teacher-initiated advice
seize the opportunities to teach your students how to learn

14. “PACKAGED” MODELS OF SBI
Textbook-embedded instruction
Adjunct self-help guides
Learning centers