How to become a good English language learner

Понедельник 25 июля 2016

Статья исследует познавательный процесс, стратегии изучения иностранного языка и стили обучения, которые каждый студент может использовать для того, чтобы стать успешным учеником. Статья показывает, что осознанное использование многочисленных прямых/непрямых учебных стратегий и значительное изменение стиля обучения могут сказаться на его/её успехе в изучении иностранного зыка.

The article explores the cognitive process, the language learning strategies and styles that any student can use to become a good English language learner. It shows that the conscious use of multiple direct/indirect language learning strategies and a significant change in student’s learning styles may account for his/her success in becoming a good English language learner.

настроение: позитивное

ключевые слова: autonomy, English as a foreign language, language learning strategies, learning styles, metacognition

город: Ставропольский край, г. Михайловск

It is often the case that in most English teacher training programs around the world, English language development courses generally become the major obstacles that learners have to overcome on their way to getting their degrees. To pass such courses, they need to be able to use the second language appropriately in different communicative situations. Trainees need to be able to talk about different content areas, manipulate linguistic components accurately such as grammar, vocabulary and pronunciation, and make use of an array of language learning strategies and styles that facilitate acquisition. Although many of these learners experience disappointment in the accomplishment of this end, some others manage to accomplish it effectively. These successful second language learners are known as good language learners [7, p. 43]. Without external assistance from mates, tutors, or instructors, these learners manage to develop self-regulated efficacy and thus improve their linguistic performance. Autonomy is a predictor of second language acquisition, and along with the appropriate use of learning strategies and styles, these factors have a positive effect on students’ command of second language  [6, p. 35].  This article sets out to explore the cognitive process and the language learning strategies and styles that students can use to become a GLL.

Several studies show that not all individuals acquire a second language in the same way or with the same degree of success. Rubin was one the first researchers to be concerned with the characteristics which enable some individuals to perform better than others at learning a second language [7, p. 48]. She describes three variables: aptitude, motivation, and the opportunity which GLLs possess or may create. Whether the first variable can be modified is unknown. There is debate both for and against. On the optimistic side, researchers believe that an individual’s aptitude to learn a second language may be improved by implementing diverse learning strategies. As to the second variable, motivation is usually classified as intrinsic, when the driving force to learn the language arises from a genuine interest either in the language itself or in a desire to achieve personal growth. Motivation is classified as extrinsic when the interest to learn a second language comes not from within the individual, but from an external source. The third variable comprises the opportunities that learners have or find to practice the second language. GLLs look for chances to use the language both inside and outside the classroom. Research in the area indicates that GLLs make use of an array of language learning strategies and styles, and that these strategies and styles should be re-defined, classified and explored further.
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