LANGUAGE LEARNING STRATEGIES COGNITIVE STRATEGY

LANGUAGE LEARNING STRATEGIES

COGNITIVE STRATEGY

Lecturer: Andi Susilo, M.Pd.

DEFINITION

Language learning strategies (LLS) are seen as a shift from focusing on teachers and teaching to learners and learning. Cohen (1998) defined such a shift when he states that “one potentially beneficial shift in teacher roles is from that of being exclusively the manager, controller and instructor to that of being a change agent – a facilitator of learning, whose role is to help their students to become more independent and more responsible for their own learning. Language learning strategies in way that are performed by students in improving their language learning (Oxford, 1991). Meanwhile, according to Chamot (2005) is a procedure which facilitates a learning task. Generally realized and intended strategies, particularly for novice learners. If the language learning strategies has become familiar with the use of repeated, this strategy will be automatically used by the students.

KIND OF LLS (Language Learning Strategy) in EFL

Language learning strategies can be classified according to whether they are cognitive, metacognitive, affective, or social (Chamot, 1987; Oxford, 1990b). Alternative taxonomies have been offered by O’Malley and Chamot (1990), O’Malley et al., (1985a), Wenden and Rubin, (1987), Stern (1992), and Ellis (1994).

Six major groups of foreign or second language (L2) learning strategies have been identified by Oxford (1990b).

1. Cognitive strategies are mental strategies the learner uses to make sense of learning. They enable the learner to manipulate the language material in direct ways. When manipulating cognitive strategies, the learner is involved in practicing, receiving and sending messages, reasoning, analyzing, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger schemas (knowledge structures), practicing in naturalistic settings, and practicing structures and sounds formally.

2. Metacognitive strategies are essential for the leaner to plan, monitor and evaluate learning. They are employed for managing the learning process. Learners are required to centre, arrange, plan and evaluate their learning.

3. Memory-related strategies are used for storage of information. They help learners link one second or foreign language item or concept with another but do not necessarily involve deep understanding. Learners are to be given the chance for linking mental images, applying images and sounds, reviewing well, and employing action.

4. Compensatory strategies help the learner make up for missing knowledge. Examples of such strategies include guessing from the context in listening and reading, using synonyms and “talking around” the missing word to aid speaking and writing and strictly for speaking, and using gestures or pause words.

5. Affective strategies are concerned with the learner’s emotional needs such as identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self-talk.

6. Social strategies help the learner work with others and understand the target culture. They lead to more interaction with the target language through cooperating with others, empathizing with others, asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms.

COGNITIVE STRATEGY

Cognitive strategies are one type of learning strategy that learners use in order to learn more successfully. These include repetition, organizing new language, summarizing meaning, guessing meaning from context, using imagery for memorization. All of these strategies involve deliberate manipulation of language to improve learning. Classifications of learning strategies distinguish between cognitive strategies and two other types, metacognitive strategies (organizing learning), and social/ affective strategies (which enable interaction).

According to Robert M. Gagne (1974), cognitive strategies are organized internal capabilities, which can help learners in the learning process, the process of thinking, solving problems and making decisions. The types of cognitive strategies according to Robert M. Gagne (1985) are: 1) cognitive strategies in attending, 2) cognitive strategies in encoding; 3) cognitive strategies in retrieval, 4) cognitive strategies in problem solving; 5) cognitive strategies in thinking.

PRINCIPLE OF COGNITIVE STRATEGY

Douglas Brown offers 12 principle of second language learning divided into cognitive, affective, and linguistic principles. There are six principles of cognitive:

1. Automaticity

· Students absorb language automatically

· Students move toward fluency and “think” about language less as they progress

· Application- Don’t overwhelm students with language rules, balance rules and practice

2. Meaningful Learning

· Rote learning has little chance of creating long-term retention (TBP pg.65)

· Application – Appeal to students’ language needs and goals, link new knowledge to previous knowledge, and avoid pitfalls.

3. Anticipation of Reward

· Reward = Better performance

· Application – use verbal praise, encouragement, compliments, enthusiasm, and remind students of long term rewards

4. Intrinsic Motivation

· The most powerful rewards are those that are intrinsically motivated within the learner. Because the behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding; therefore, no externally administered reward is necessary at all.

5. Strategic Investment

· The methods that the learner employs to internalized and to perform in the language are as important as the teacher’s methods- or more so (TBP pg.68)

· Application – help students become aware of their own learning preferences and teach them how to be good language learners

6. Autonomy

· Successful learners take control of their own language learning with the teacher as a facilitator or guide

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Teacher-dependent self-dependent

ROLE OF COGNITIVE STRATEGY

The role of learning strategies in this formulation is to make explicit what otherwise may occur without the learners awareness or may occur inefficiently during early stage of learning. Individuals may learn new information without conciously applying strategies or by applying in appropriate strategies that result in ineffective learning or incomplete long term retention. Strategies that more actively engage the person mental processes should be more effective in sporting learning. These strategies may become automatic after repeated use or after as skill has been fully acquired, although mental processes that are deployed without concious awarences may no longer be considered strategic (Rabinowitz and Chi 1987)

The role of cognitive strategy in accelerated learning

Acceleration class is the class of accelerated learning that is presented to students who have more ability or special materials or with a solid curriculum in two years so that students have completed their education.

Dave Meier (2002:25-26) writes some of the basic principles of accelerated learning, namely:

1. Total involvement of learnes in improving learning.

2. Learning is not a passive information gathering, but actively creating knowledge.

3. Cooperation among the learner greatly help improve learning outcomes.

4. Centered learning activities are often more succesful than learning-centered presentation.

5. Centerd learning activities can be designed in a much shorter tome than thetime reqired to design teaching with the presentation.

CONCLUSION

Based on the paper above, can be concluded as follows:

· Language learning strategies (LLS) are seen as a shift from focusing on teachers and teaching to learners and learning

· Language learning strategies can be classified according to whether they are cognitive, metacognitive, affective, or social (Chamot, 1987; Oxford, 1990b).

· Cognitive strategies are one type of learning strategy that learners use in order to learn more successfully

· The types of cognitive strategies according to Robert M. Gagne (1985) are: 1) cognitive strategies in attending, 2) cognitive strategies in encoding; 3) cognitive strategies in retrieval, 4) cognitive strategies in problem solving; 5) cognitive strategies in thinking.

· There are six principle of cognitive strategy are: automaticity, meaningful learning, anticipation of reward, intrinsic motivation, strategic investment, autonomy.

· The role of learning strategies in this formulation is to make explicit what otherwise may occur without the learners awareness or may occur inefficiently during early stage of learning.