THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

scholarly journals Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Diani Nurhajati ◽  
Alfianti Azizah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Target Language ◽  
Second Grade ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Asking Questions

Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking.The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings.It can be found that the strategies mostly  used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.

scholarly journals Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Hanan Imtinani Fathiyah ◽  
Azira Nafisah Amiruddin ◽  
Faizan Khan ◽  
Federica Venzano
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Target Language ◽  
Esl Students ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
To Come ◽  
Esl Learners ◽  
Linguistic Backgrounds

This study deals with a review of the problematic approach in selecting Language Learning Strategies (LLS) due to the misleading the characteristics of English. Along with the purpose, this paper seeks to compare the differences between cultural and linguistic backgrounds of Indonesian EFL with Malaysian, Pakistani, and Italian ESL students’ Language Learning Strategy. In addition, this review also aims to know the Language Learning Strategy used by other ESL countries and to become the main purchase of this study to evaluate Indonesian’ Language Learning Strategy. In Indonesia, English becomes a foreign language where it is not an official language and has limited language input. Whereas, as we already know, English is a common subject learning for most people in Indonesia. This is due to the high interest and need for mastering English in various aspects. In learning English as a target language, people not only need to master their knowledge, but also the need for better and useful communicative competence in use. However, the need to come up with some appropriate teaching strategies becomes an important factor to achieve their goals.

scholarly journals Academic Literacy of Efl Arab Postgraduate Student at The National University of Malaysia

2021 ◽  
Author(s):  
Abdullah A. Almadhady
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
Academic Literacy ◽  
Target Language ◽  
Current Status ◽  
Postgraduate Student ◽  
Language Learning Strategies

Abstract The study identifies the language learning strategies used by Arab postgraduate student at University Kebangsaan Malaysia (UKM) in order to master the English language required for postgraduate study. The study attempted to provide a deeper understanding of how an EFL learner employs strategies and practices to overcome the challenges of English language learning in nonnative context for academic purposes. The findings of the study give insight to the challenges of learning English in nonnative environments and ways in which individuals overcome the limitations of successfully acquiring the language. The study traces the English language development of the case study from his initial introduction to the target language to the current status and level of his English proficiency. The research paradigm method used is a case study method which allows for an in depth explication of the selected case. The strategy inventory of language learning SILL Oxford's (1990) was used as an instrument in addition to the interview with the case study. The research results revealed that the case study used all 6 types of language learning strategies which are categorized by Oxford (1990) most of the time. These strategies are; Memorization, Cognitive, Compensation, Metacognitive, Affective, and Social strategies. These strategies seems to have a direct relationship with the progress made in the level of English proficiency by the case study. Most significantly, the study implies that Arab students need to develop academic literacy skills in reading English texts to learn English and to involve socially in academic and social contexts. That is the case study however shown that it is possible to learn English through reading in English and also by social involvement.

scholarly journals Mise en place de l’apprentissage intégratif des quatre compétences langagières au but de renforcer l’autonomie d’apprenant

2019 ◽  
Vol 3 ◽  
pp. 00025
Author(s):  
Herman Herman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Listening Comprehension ◽  
Language Skills ◽  
Target Language ◽  
Integrative Learning ◽  
Language Learning Strategies ◽  
Written Production ◽  
Theory Of Language

<p class="Keyword"><span lang="FR">This article is aimed to propose a model of learning of French as foreign language which integrates the four language skills: speaking, written production, listening comprehension and reading comprehension with purposes of autonomy of learner. The research has been implemented in the fifth semester students from October to December 2017, in the French Department of UNY which brings together courses of those four skills. The research relies on the cooperative learning theory and the theory of language learning strategies. It shows that the integrative learning allows students to have a more proportional background where teachers and learners could freely establish contacts in the languages targets without being constrained by their different interests. Learning involves also on the importance of facilitating and creating an affordance, which has an environment to immerse themselves in the target language.</span></p>

Research on Second Language Learning Strategies

1992 ◽  
Vol 13 ◽  
pp. 174-187 ◽  
Author(s):  
Rebecca L. Oxford
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Target Language ◽  
Language Learning Strategies ◽  
Communicative Ability ◽  
Self Talk ◽  
L2 Learning ◽  
Group Words

Second language (L2) learning strategies are specific actions, behaviors, steps, or techniques that students employ—often consciously—to improve their own progress in internalizing, storing, retrieving, and using the L2 (Oxford 1990b, after Rigney 1978). Strategies are the tools for active, self-directed involvement that is necessary for developing L2 communicative ability (O'Malley and Chamot 1990, Wenden 1991, Wenden and Rubin 1987). Hundreds of L2 learning strategies exist and many are well recognized and used regularly by students. In a given class of students, for example, Lázló will seek out conversation partners. Iike will group words to be learned and then label each group. Marijke will give herself encouragement through positive self-talk before getting up to give a speech in the target language.

Application of cognitive and metacognitive learning strategies in teaching of economic discourse in the target english language

2021 ◽  
pp. e021110
Author(s):  
Olga Dzhagatspanyan ◽  
Elena Madinyan
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Cognitive Strategies ◽  
Target Language ◽  
Survey Analysis ◽  
Language Learning Strategies ◽  
Economic Discourse ◽  
Discourse Teaching

The article surveys cognition and metacognition as a strain of language learning strategies and illustrates the significance of comprising them in the teaching of economic discourse. The research's relevance is that metacognitive and cognitive strategies have not been thoroughly researched and analyzed in the economic discourse teaching process. The paper aims to identify techniques that apply metacognitive and cognitive strategies to make the economic discourse learning process more accessible and enthralling. The work identifies the percentage of favorable results of involvement language learning strategies into the economic discourse learning process. We recognize the importance and necessity of using metacognition and cognition in knowledge obtaining procedure using traditional and nontraditional teaching methods. Evaluating the economic faculty students' English studies in the character of the target language, we denote the significant factors that the use of the learning strategies helps them find the most objective formula for comprehension of any phenomenon individually. The survey analysis shows that the classes retraining metacognitive and cognitive language learning strategies are more captivating for the students and evoke an eloquent comprehension of any issue. The use of metacognitive and cognitive teaching techniques makes a complete cognition of the phenomenon that can even be unclear in the native language.

A comparative study on learning strategies used by Australian CFL and Chinese EFL learners

2016 ◽  
Vol 5 (2) ◽  
pp. 213-239 ◽  
Author(s):  
Wenying Jiang ◽  
Qingyu Wu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Target Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Grade Levels ◽  
Significant Difference ◽  
Four Levels

AbstractThis study compared language learning strategies used by Chinese as a foreign language (CFL) learners in Australia and English as a foreign language (EFL) learners in China through Oxford’s (1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.) Strategy Inventory of Language Learning (SILL) questionnaire survey. Two cohorts of learners, namely Australian CFL learners (N=101) and Chinese EFL learners (N=100), participated in this study. It was found that the most frequently used strategies by the Chinese EFL learners were compensation strategies and the least frequently used strategies were memory strategies while the most frequently used strategies by the Australian CFL learners were social strategies and the least frequently used strategies were affective strategies. Australian female learners used slightly more strategies than male learners, but no difference was found in the strategies used by the Chinese EFL male and female learners. No significant difference was found either in the strategies used by learners of different grade levels, regardless of whether they were Chinese EFL or Australian CFL learners. Scores of some individual categories significantly differed between the three levels of the Australian CFL learners and the four levels of the Chinese EFL learners. In general the Chinese EFL learners used more strategies when compared with those used by the Australian CFL learners. Pedagogical implications of the findings were also discussed. This study contributes to the research in language learning strategies in that it considers the typological distance between learners’ L1 and the target language for the first time. It also has clarified the seemingly inconsistent findings in the literature in terms of memory strategies use by Asian learners (Chinese learners in this case): when compared with other categories of strategies, memory strategies were used the least frequently by the Chinese EFL learners; when compared with learners from other cultural backgrounds such as the Australian or American, the Chinese EFL learners used memory strategies more frequently.

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