CC BY
14PEDAGOGICAL SCIENCES
PECULIARITIES OF LANGUAGE LEARNING STRATEGIES
Panchenko O.,
Student
H.S. Skovoroda Kharkiv National Pedagogical University Foreign language faculty Master's degree
Perlova V.
Candidate of Pedagogical Sciences, Associate Professor H.S. Skovoroda Kharkiv National Pedagogical University Foreign language faculty Master's degree ORCID: 0000-0002-0522-2871
Abstract
The paper deals with the analysis of the present educational strategies in modern education. The aim of the research is the analysis of modern language learning strategies to find out the most relevant of them. The objectives of the paper are to study the classifications of modern language learning strategies and to characterize the strategy of student-centered learning as one of the most important one. The classifications of learning strategies, as well as the description of the features of learning strategies are represented in the article, in particular, the strategy of personality-oriented learning. The perspectives of future researchers lie in the possibility to investigate new strategies of language learning, which will appear in response to the demands of the modern educational system.
Keywords: strategy, learning strategy, modern education, personality-orientedlearning strategy.
Introduction. The present system of education is in a state of modernization. The global world changes caused the indispensability of formation of new approaches to learning foreign languages due to the fact that the common approaches are not effective enough for the forever changing world. The topicality of this article lies in the fact that the recent trends in education suggest new forms of learning foreign languages. So, it is necessary to pay attention to the language learning strategies, which are effective for the modern system of education.
The theoretical background is works of the following researches: P. Abrudan, M. Alemi, A. Alfauzan, H. S. Alyousef, A. Amer, L. Anjomshoa, C. Boudreault, E. Bylund, N. O. Ceylan, M. N. Coy, etc.
The aim of the research is the analysis of modern language learning strategies to find out the most relevant of them.
The objectives of the paper are to study the classifications of modern language learning strategies and to characterize the strategy of student-centered learning as one of the most important one.
Results. Nowadays there is a significant number of scientific literature, which deals with the subject of learning strategies in second language acquisition. Research efforts concentrating on the "good language learner" have identified strategies reported by students or observed in language learning situations that appear to contribute to learning. Language learning strategies can be described and classified according to a number of criteria [8, p. 12].
The researcher J. A. Wasilewska notes that the existing classification systems of language learning strategies are divided into cognitive strategies, metacogni-tive and affective or social strategies [11, p. 494]. The researcher also claims that according to the taxonomy established by the researchers of the Oxford university
in 1990, there are direct and indirect language learning strategies. Direct language learning strategies include memory, cognitive and compensation strategies while indirect strategies are divided into metacognitive, affective and social strategies[11, p. 495].
J. Rubin [9, p. 117-123] proposed the classification that divides the strategies into two main groups and a number of subgroups. The classification of the researcher includes:
1. strategies that directly affect learning;
2. strategies that contribute indirectly to learning.
The first group is represented by the following
subgroups: clarification/verification, monitoring, memorization, guessing/inductive reasoning, deductive reasoning, and practice.
The second one includes creating practice opportunities and using production tricks such as communication strategies.
The classification of the researcher is based on fairly extensive and varied data collection: hours of classroom observation, observation of a small group of students working on a strip story, analysis of self-reports from "a few students", analysis of daily journal entries of two students who were directed to report on strategies after having been given strategy examples. The classroom observations proved to be the least useful of these methods for identifying strategies [8, p. 15].
There are strategies, currently known as Strategy Based Instruction (SBI), which were developed by many researchers. Strategy Based Instruction strategies are prepared separately for young learners and adult learners. All the strategies slightly vary in length but the structure remains similar. It includes the strategy diagnosis, raising awareness stage, practice, evaluation and final assessment of learning results. The base of some models is a plan, which needs to be covered only once throughout the course, others are in a form of one action
to be repeated continuously over the course, each time with a different goal. All Strategy Based Instruction models contain modules developing students' metacog-nitive skills and suggest that learning strategies can be facilitated through teacher demonstration and modeling^].
One of the most important element of Strategy Based Instruction models is the strategy of student-centered learning, which is used by teachers. The term learner centred has been used in many ways - most commonly, to distinguish an approach that is different, innovative, and potentially superior when compared to traditional practices in education [6, p. 23]. Learning-centred teaching is not a single teaching method, but rather emphasizes a variety of techniques and pedagogies that encourage instructors to create an environment that facilitates student learning [10, p. 14].
Learning-centred teaching (LCI) is an evidence-based best educational practice that focuses on:
- what students are learning;
- how they are learning;
- the application of learning [1, p. 10].
There are the following elements of student-centred learning: students and teachers as co-learners; student-student interaction; learner autonomy; focus on meaning; curricular integration; diversity; thinking skills; alternative assessment; learning climate and motivation [5, p. 12].
Research indicates that learning-centered teaching fosters the following positive student outcomes:
- improved critical thinking skills [7];
- increased motivation to learn [3];
- deep learning that can be applied to new situations and personal growth [4];
- greater satisfaction with the overall college experience and a greater sense of being connected to their institution and their learning [7];
- student's persistence and retention to graduation [3].
Conclusions. Conclusions and perspectives of the follow-up study. Thus, it is possible to conclude that there are many different classifications of strategies of language learning, which are formed on different bases. The perspectives of future researchers lie in the possibility to investigate new strategies of language learning,
which will appear in response to the demands of the modern educational system.
References
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2. Canale M., Swain M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1980. 1. P. 1 -47.
3. Cornelius-White J. Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis. URL: https://jour-nals.sagepub.com/doi/abs/10.3102/0 03465430298563
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6. Jeffrey H. Cornelius-White, Jeffrey H. D. Cornelius-White, Adam P. Harbaugh. SAGE, 2010. 209 p.
7. Kuh, G.D., Palmer, M. and Kish, K. "The Value of Educationally Purposeful Outof-Class Experiences." In: Skipper, T.L. and Argo, R. (eds.). Columbia, SC: University of South Carolina, National Resource Center for the First Year Experience and Students in Transition, 2003. P. 19-34.
8. Oxford L. R., Amerstorfer M. C. Language Learning Strategies and Individual Learner Characteristics: Situating Strategy Use in Diverse Contexts. Bloomsbury Publishing, 2018. 352 p.
9. Rubin J. Study of Cognitive Processes in Second Language Learning. Applied Linguistics, 1981. 11. P. 117-123.
10. Spooner E. Interactive Student Centered Learning: A Cooperative Approach to Learning. Row-man & Littlefield. 2015. 154 p.
11. Wasilewska J. A. Language Learning Strategies and the Effectiveness of English Language Teaching at the Tertiary Level Education. Journal of Siberian Federal University. Humanities & Social Sciences, 2012. 4 (5). P. 492-499.
