Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
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LANGUAGE LEARNING STRATEGIES AS THE WAY TO
STUDENT AUTONOMY
Bakhridinova Nargiza Sobirovna
Teacher, Department of English Applied Disciplines
№1
,
Uzbekistan State World Languages University
The article deals with the analysis of different language learning strategies
which help to develop student autonomy. The most popular types are given as
examples with the tips how to develop these
strategies in the classroom. The benefits of such work are also shown in the
article.
Key words: language learning strategies, student autonomy, self-
development, strategy instruction.
Student autonomy is the ability of individuals to pursue self-development. It
requires individuals to take personal responsibility for their own learning and
development through a process of assessment, reflection, and action. It also helps
the students to update skills and remain marketable.
Student autonomy is connected with individual learning strategies which
might include the following:
Individual development plan
Special projects and assignments
Coaching
Learning groups (teams)
Self-directed learning
Classroom learning
Distance learning
Online learning
Discussion forum.
Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
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In general, a strategy is a tool, plan, or method used for accomplishing a task.
Researches define different types of strategies:
1. Cognitive Strategy: a strategy or group of strategies or procedures that the
learner uses to perform academic tasks or to improve social skills. Often, more than
one cognitive strategy is used with others, depending on the learner and his / her
schema for learning. In fact, research indicates
that successful learners use numerous strategies. Some of these strategies
include visualization, verbalization, making associations, chunking, questioning,
scanning, underlining, accessing cues, using mnemonics, sounding out words, and
self-checking and monitoring. Visual or verbal prompts either remind the student
what has already been learned or provide an opportunity to learn something new.
In the course of time the learner becomes independent or strategic: it is a student
who uses cues and strategies within his / her learning schema, asks clarifying
questions, listens, checks and monitors his / her work and behavior, and sets
personal goals. A strategic learner knows the value of using particular strategies
through experience, and is eager to learn others that might prove beneficial.
2. Learning Strategy: a set of steps to accomplish a particular task, such as
taking a test, comprehending a text, and writing a story..
3. Metacognition and self-regulation: the understanding a person has about
how s/he learns (personal learning schema) including the strategies used to
accomplish tasks, and the process by which
the learner oversees and monitors his / her use of strategies.
4. Mnemonic: a device for remembering, such as a first-letter mnemonic for
writing: PLAN (Pay attention to the prompt, List main ideas, Add supporting ideas,
Number your ideas).[1, 15] Rhyme, rhythm, music, and key-word mnemonics are
also useful memory tools.
Strategy Instruction is very important because it teaches them how and when
to use strategies, helps students identify personally effective strategies, and
encourages them to make strategic behaviours part of their learning schema.
Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
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Learning Schema is the sets, or mixes, of strategies that theindividual learner uses
automatically to perform, produce, communicate, or learn. It can take years to
develop a personal learning schema.
Many students’ ability to learn has been increased through the deliberate
teaching of cognitive and metacognitive strategies. This is especially true for
students with significant learning problems
—
strategy instruction is crucial for
them. It has been demonstrated that when struggling students are taught strategies
and are given ample encouragement, feedback, and opportunities to use them,
students improve in their ability to process information, which, in turn, leads to
improved learning.
Because not all students will find it easy to imbed strategy use in their learning
schema, differentiation of strategies instruction is required, with some students
needing more scaffolding and individualized, intensive instruction than others.
It’s a good question: what happens to students when they become strategic?
The following outcomes can be expected:
Students trust their minds.
Students know there’s more than one right way to do things.
They acknowledge their mistakes and try to get rid of them.
They evaluate their products and behaviour.
Memories are enhanced.
Learning increases.
Self-esteem increases.
Students feel a sense of power.
Students become more responsible.
Work completion and accuracy improve.
Students develop and use a personal study process.
They know how to “try.”
On-
task time increases; students are more “engaged.”
An attempt to identify the most essential strategies students should learn is an
Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
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impossible task; it depends on the needs of the learner and the requirements of the
curriculum. However, student use of the following strategies often leads to
improved student performance:
1. Problem-solving: verbalization, visualization, chunking, making
associations, use of cues.
2. Memory: visualization, verbalization, mnemonics, making associations,
chunking, and writing. These are usually more effective when used in
combinations.
3. Productivity: verbalization, self-monitoring, visualization, use of cues.
4. Reading accuracy and fluency: finger pointing or tracking, sounding out
unknown ords, self
questioning for accuracy, chunking, and using contextual clues.
5. Reading comprehension: visualization, questioning, rereading, predicting.
6. Writing: planning, revising, questioning, use of cues, verbalization,
visualization, checking and monitoring. How are students taught to use strategies?
Effective strategy instruction is an integral part of classroom instruction, regardless
of the content being taught; it is not an additional subject. Teachers continually
praise students for using strategies and use teachable moments to discuss them.
Students are encouraged to help their peers become more strategic. What are the
basic steps in teaching strategy use? The following order of steps can be followed:
1. Describe the strategy. Students obtain an understanding of the strategy and
its purpose
—
why it is important, when it can be used, and how to use it.
2. Model its use. The teacher models the strategy, explaining to the students
how to perform it.
3. Provide ample assisted practice time. The teacher monitors, provides cues,
and gives feedback. Practice results in automaticity so the student doesn’t have to
“think” about using the strategy.
4. Promote student self-monitoring and evaluation of personal strategy use.
Students will likely use the strategy if they see how it works for them; it will
Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
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become part of their learning schema.
5. Encourage continued use and generalization of the strategy. Students are
encouraged to try the strategy in other learning situations.
Personally I tried these strategies teaching at the faculty of foreign languages
where students have enough time for practicing the language. After having worked
for one academic year with first
–
year students I tried to find out how the most
advanced students work. They answered the set of questions and I realized that
they can learn anywhere, at any time, with anyone, and they can use their time
creatively.
For example, they were asked: What would you do to complete this
assignment?
Your task is to learn a list of 30 vocabulary items taken from the text you have
just read.[2, 113]
Their answers were the following:
I make up a sentence with each word
I put a hint next to each word on the list
I say words out loud while memorizing
I record the words and listen to them
I sing words out loud
I write words on one side of the paper and the definition on the reverse side
I use new words as much as possible.
So, if we encourage our students to use these strategies and show how to apply
them, we can make the learning process easier and more effective and the students
will really become independent learners.
References
1. De La Paz, S., Owen, B., Harris, K. & Graham, S. (2000). Riding Elvis’
Motorcycle: Using
self-regulated strategy development to PLAN and WRITE for a state writing
exam.
Learning Disabilities Research and Practice.
2. Tim Murphey Language Hungry! Helbling Languages, 2007.
