Language Learner Profile

Students: Graciela Concha

Francisco Oñate

Teacher: Grabriela Sanhueza

Course: Methodology

Concepcion, November, 2014

I. Theoretical framework

For the purpose of this project we have consulted two main resources which

will help us understand the theory behind the use of strategies with our students. It

is well known that theory is only a little part of the whole strategy teaching

processes, however it is of great importance to know and to have this theoretical

framework in order to follow the steps correctively and achieve our goal stated

when we decided to use strategies. Our first and main reference is Chamot (et al.),

1999. The author states that there are two theories for learning strategies

instruction, one is the cognitive models of learning and the other one is social-

cognitive model of learning. Both models has different focuses which implies using

strategies for different purposes and with different results.

According to Chamot (1999), the cognitive models of learning has an active

and dynamic view of the process of learning, in which the learner do a whole

mental process to select the incoming information, then encode it into long-term

memory and retrieve it when needed. The author explains that there are two type

of knowledge stores in long-term memory, which are; declarative knowledge which

is the information that we know and procedural knowledge, which involves the

knowledge of how to perform skills and processes. As stated by Chamot (1999),

teaches have to make a difference between this two kind of knowledge because

they are learned differently therefore they need to be taught in different ways. The

cognitive models of learning pointed out by Chamot (1999), are three, first we

found information processing; with this theory the author suggests that learning

requires a process of organization, elaboration and construction of the existing

knowledge. Second, the schema theory; here the author suggests that the learning

occurs when trying to organize and understand experiences found in the pre-

existing knowledge. Chamot (1999), claims that this theory has been applied

mostly in the reading comprehension area showing a direct relation of this theory

with the schemata process. At last, the constructivism, the author expresses that

in this theory is possible to see a more interactive relationship between new and

existing knowledge.

As stated by Chamot (1999), the social-cognitive models of learning shows

that the social nature and other factors may impact in students leaning. For the

purpose of supporting this models we find three different theories. First, Bandura´s

social- cognitive theory, Chamot (1999), explains that in Bandura´s point of view

using strategies appropriately can build self-efficacy by creating success

experiences, also it may give students the tools for future success. Therefore, self-

task, which is a social-affective strategy, can help students work through task

providing direct self-motivation. Second, Chamot (1999), refers to self- regulates

leaning. She points out that this is a complicated theory which focuses on creating

an effective learning through cognitive, metacognitive and motivational strategies.

At last, Chamot (1999), presents the Vygotsky’s social-cognitive theory. Based on

Vygotsky the author claims that students develop mature thinking by observing

experts learning and practice. She explains that students operate in their ZPD

when others more proficient provide the support for completing the learning task.

Chamot (1999), points out a research on learning strategies in SLA which

gives important information for the correct usage of these. According to her, this

research is mainly focused on descriptive studies comparing the strategies of more

and less effective language learners. Chamot (1999), states some categories

explaining the different uses of strategies depending on the purpose. For

vocabulary, memorization strategies are the focus. The most common according to

Chamot (1999), is the keyword method, which involves pairing the word with

another word which may sound similar in their native language and then linking

both with an image. However, when studying this method researchers have found

out that it can be effective for vocabulary recognition but not for accurate

pronunciation or spelling. As Chamot (1999), claims based on Ellis intervention

studies, the most effective strategies for vocabulary learning are “inferring word

meaning from context, key approximation and L1 translation”. As for vocabulary,

Chamot (1999), explains some researches on strategies for listening, reading and

speaking, in all of the cases, strategies are still under study, this does not mean

that there are not any effective strategy, but experts are always trying to find the

best and more suitable way of learning for the majority of the students.

After giving all these theoretical references of the models in which are based

the use of the strategies and researches made about it, we believe that it is of

great importance to mention that second language students need to use strategies

in order to acquire language easily and effectively. Oxford (1990) claims that

“strategies are especially important for language learning because they are tools

for active, self-directed involvement, which is essential for developing

communicative competences”. There are several strategies that learners may use

for having an effective learning process, but teachers are in charge of giving out

this tools correctively, this means that teachers need to be clear of what strategies

their students may need to use before teaching them. In order to get this

information, teachers need to analyse and assess their students.

Based on Chamot (1999) we can say that there are at least twenty two

different strategies that can be use with language learners in different level and for

different purposes. We would like to take just five of it in order to give a brief

explanation of some strategies according to Chamot (1999);

Activate background knowledge, here the student think and elicit what they

already know to help him/her in another task. Its metacognitive process

according to the author is planning, monitoring, problem-solving and

evaluating.

Predict, this strategy helps students to anticipate information to prepare for a

task. Its metacognitive process is planning.

Personalize/contextualize, in this strategy the teacher relates the information

to his/her personal life or to his/her students’ personal life. Its metacognitive

process is monitoring, remembering information.

Use imagery, here the students may create an image to represent

information. Its metacognitive process is planning, monitoring, problem

solving. Evaluating, remembering information.

Group/classify, for this strategy the students need to relate or classify words

according to attributes. Its metacognitive process is remembering

information.

This theoretical framework has been made up mostly of Chamot’s believes

and researches on the use of strategies, however there are many authors that

have their own idea of the use of strategies, but there are some that think that it is

losing teaching time. In spite of that we will attach our work and project to

Chamot’s references in order to be coherent with the progress of it.

II. Student’s Background

Cecilia Montaner is a Civil Industrial Engineering student who is coursing

3rd year of this undergraduate degree; she is taking her first English subject during

this semester. According to her testimony, she studied in a subsidized Catholic

school where she had 12 years of English, since 1st Elementary to 4th Secondary

school. It is necessary to say that she had not taken any other course of English

from a particular institute.

This student is 20 years old and she is from Chillán, currently she is living

with her aunt’s family in Talcahuano. Her opinion about English is that she likes it;

however, it has been difficult for her to reach good marks because she feels that it

is, according to her own words, confusing. Cecilia admitted that she had made

great efforts in order to improve her level of the language management;

nonetheless, her self-study has not been as efficient as she expected.

Cecilia affirms that English is important for her future Engineering career.

Her opinion is that, even though it is not relevant at this time of her life, it would

allow her to apply for a job in a foreign country, which permits her to expand her

possibilities beyond Chile. This student interacts with English through subtitled

movies, because she do not like dubbed ones; and music, especially rap and

electronic.

III. Written or oral diagnosis test/ task

In order to get the necessary information about Cecilia and her level and use

of English we decided to have a recorded oral interview with her.

IV. Analysis and assessment of specific diagnosis

As mentioned in the background, Cecilia is taking this course at the

university, but it is not fundamental for her professional formation and

development, therefore she do not give much importance to it. Analysing the

recording we have found many linguistics and non-linguistic problems in Cecilia.

First, we are going to mention the linguistic problems. By listening to Cecilia

we can identify many issues with the use of the language. She most of the times

omits the subject in the sentences and also is almost enable to connect her ideas

in English, this means that she do not know how to use connectors in order to form

a clear and complete idea. The second linguistic problem is the lack of vocabulary.

She sometimes understands what she is being asked but because of her lack of

vocabulary she cannot answer or express herself correctively.

Second, we have found some non-linguistics problems. By listening and

also observing Cecilia, we have noticed some motivational problems respecting the

learning of the English language. Cecilia is not willing to learn the language as she

may find it difficult to understand. Also, she is afraid of speaking in English. She

feel embarrassed and most of the time prefers to express by miming.

For the purpose of this project we have decided to focus on the lack of

vocabulary. We believe that this problem need to be solve so she can feel more

secure when producing the language, because she will be certain of what she is

saying or writing. Moreover, we think that this problem can be easily solved by

teaching her to use some adequate and effective strategies.

V. Lesson Plan Calla Model

CALLA lesson plan

Topic: personal information and

preferences

Grade: 8th grade

Language Objective: To learn vocabulary related to personal information and

preferences.

Learning Strategy Objective: Use Group/Classify to facilitate learning and

remembering new vocabulary.

Materials: word cards, poster, strategies check list

Preparation

T gives Ss a check list where they will select the steps they follow when learning

new vocabulary.

“Today, we are going to talk about personal information and preferences. You

will create a dialogue using the new vocabulary of this lesson. Here is a check

list where you need to mark what you do in order to learn new vocabulary. If you

use any different please write it down. When you finish compare with your

classmate.”

*Check list attached

Presentation

T presents the strategy.

“Now we will learn the strategy grouping/classify. This will help you remember

new vocabulary because you organize it and also you need to think how to

organize it. For instance, I have used grouping/classify strategies, when I was

learning English vocabulary I used to select word and group them according to

the topic it is used for or in the context that I found it. If I find a new topic I add it

to my chart.”

T demonstrate how she/he used this strategy by showing Ss her/his vocabulary

chart physically (poster).

“Here I have an enlarge version of my vocabulary chart. As you see I have five

different categories, family and friends, food and cooking, places, likes and

dislikes and school. Inside these categories I write down the new words I’m

learning (t sticks some words on the poster). This helped me learn new

vocabulary and understand better the language. If I already know and remember

this words then it will be easy to focus in other aspects of the language to

understand better what I’m reading or listening, but also you will have in your

mind many words to use when creating a text or when speaking to other people.”

Practice

T gives each pair of students a set of word cards, together they need to find a

category and group them. When they finish they will need to find another couple

and compare their categories and mixed them if it is possible.

Evaluation

T asks SS to show their work to the class

“Now each group (4 Ss) is going to present their charts to the class. If you see

any word that you could add to your categories, please do it.”

T asks questions about the activity

“Did you find some differences or similarities between your chart and the ones

that your classmates presented? Do you think that by organizing vocabulary like

this you will learn it easily? Why? Could you think of any other way os

grouping/classifying words?

After letting students learn the words T ask students to create a short dialogue

using the new words

Expansion

T ask students to add for next class at least 5 new words they may find in book,

TV, magazines, posters, etc. to their charts.

Check list

Mark with a tick (✓) the strategy you use for learning vocabulary. If you use any

that is not in the list, write it down.

When I’m learning new words I….

Work with a classmate and ask each other the meaning of

words over and over again.

put the words in a flash card (with images)

Group the words by thinking in some that are similar

sounding or similar- spelling

Repeat the word in my mind many times

Transform the word into pictures

Other:

VI. Discussion and conclusions

Taking everything into account, we can see the positive and also negative aspects

of using and teaching strategies. When it comes to the positive aspects we may

say that by teaching strategies teaches are giving students more tools for their

autonomous learning. Students have the chance of realizing that they are capable

of learning and that there are always a way of doing it. Moreover, using strategies

might motivate the student to learn because he/she will see that there are suitable

ways for everyone to acquire what they thought is impossible. On the other hand,

teaching and learning strategies may became a negative fact. As far as we are

concerned, planning takes a lot of time, moreover planning an extra part (strategy).

In Chile there is not enough time for “teacher’s independent work” which includes

planning, this may give teaches more than one reason or excuse for not planning

to teach strategies. Referring to the negative aspects of learning a strategy, we

may say that they are not much, in fact there are not negative aspects, just some

confusions that the teacher must be aware of at the time of teaching it. Therefore,

teachers need to be clear of how to use the strategies they are going to teach.

According to what we have study and observed in this project we are able get

some satisfactorily conclusions. Unfortunately we were not able to use this lesson

plan in the class room, but by the own experiences of using this strategies we may

say that most of the time they are effective. We have chosen group/classify for

teaching vocabulary, but as stated in the theoretical framework there are many

more that we as teacher need to know in order to give our students the tools to

learn and also in order to motivate our students to learn.

References

Chamot, A. U., Barnmhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The Learning Strategies Handbook. New York: Longman.

Oxford, R. (1990). Language Learning Strategies: What every teacher Should know. Heinle & Heinle Publishers.