Learning Strategies Essay

study strategies determine the approach for achieving the learning objectives and argon included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies be unremarkably tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &T professsend-Sweet, 2006). collect to the Learning Strategies are used to achieve the learning objectives that teachers want their learners to use when they are acquiring a second language, it is important to be conscious about the factor that influence the choice of learning strategies. What are those factors? There is a range of factors that affect strategy choice, including vocabulary learning strategies. check to Ellis (1994 540 545) there are two broad categories of such factors INDIVIDUAL LEARNER DIFFERENCES * AGE Young children tend to use strategies in task specific manner, whereas older ones use generali zed and more sophisticated strategies.* LEARNING STRATEGY According to Oxford (1989), general approach to language learning determines the choice of L2 learning strategies. For example analytic learners prefer strategies such as contrastive analysis and discerning words and phrases, whereas global students use strategies to find meaning guessing, scanning, predicting, and so forth * PERSONALITY TYPE Ehrman (1990) suggests that each personality type is associated with assets and liabilities where language learning is concerned. For example, extroverts are assigned to deplete giveingness to take risks (an asset) and with dependency on external stimulation and interaction (a liability).Another finding mentioned by Erhman was that introverts showed great use of strategies involving searching for and communicating meaning than did extroverts. * MOTIVATION Some researches show that highly actuate learners used more strategies relating to formal practice, functional practice, general study, and conversation/input elicitation than poorly propel learners (Ellis 1994542). The particular reason for studying the language motivational orientation, especially as related to career battleground was also important in the choice of strategies.SITUATIONAL AND SOCIAL FACTORS * GENDER On the basis of Oxford and Nyikos (1989) and Erhman (1990) research, females reported greater overall strategy use than males in many studies. Although sometimes males surpassed females in the use of a particular strategy. * TYPE OF TASK The specification of the task may help learners in using particular strategies, but cannot predetermine the actual strategies that will be used. * Learning setting Students (Ellis 1994) have pointed out a occur of differences in the usage of learning strategies in a schoolroom and in more natural setting.Studies of classroom strategies by Chamot (1988) showed that social and affective strategies were used in ghostly by adults, excluding questioning for clar ification. However, Wong-Filmore (19761979) reported frequent use of social strategies by young learners in a play situation. CONCLUSION Once we as teachers know the factors that influence in our students decisions to choose a specific Learning Strategy, it will be easier to guide them in the correct way to be autonomous, students whom can take charge of their own learning (Nation, 2001222) and gain independence and self-direction. REFERENCES Ehrman, J. K.(1990). Clinical Exercise Physiology . Unided States of America. Ellis, R. (1994). The Study of Second row Acquisition. New York Oxford University Press. Oxford, R. L. (1989). Language Learning Motivationpathways to the new century. Unided States of America University of Hawaii Press. Ekwensi, F. , Moranski, J. , & Townsend-Sweet, M. , (2006). E-Learning Concepts and Techniques. Bloomsburg University of Pennsylvanias Department of Instructional Technology. 5. 1 Instructional Strategies for Online Learning. Retrieved February 26th , 2010 http//iit. bloomu. edu/Spring2006_eBook_files/ebook_spring2006. pdf.