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.