Learning Strategies Essay

Learning strategies pay back the approach for achieving the nurture objectives and argon included in the pre-instructional activities, information presentation, prentice activities, testing, and follow-through. The strategies be usually tied to the needs and interests of students to enhance learning and atomic number 18 based on umpteen types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006).Due to the Learning Strategies are routined to achieve the learning objectives that teachers want their learners to use when they are acquiring a second address, it is important to be conscious about the figure that influence the choice of learning strategies. What are those factors? There is a eye socket of factors that affect strategy choice, including vocabulary learning strategies. According to Ellis (1994 540 545) there are two broad categories of such factors INDIVIDUAL LEARNER DIFFERENCES * AGE unripe children tend to use strategies in task particular(prenominal) ma nner, whereas older ones use normalized and more sophisticated strategies.* LEARNING STRATEGY According to Oxford (1989), general approach to language learning determines the choice of L2 learning strategies. For example uninflected learners prefer strategies such as contrastive analysis and discerning language and phrases, whereas global students use strategies to find meaning guessing, scanning, predicting, etc. * PERSONALITY example Ehrman (1990) suggests that each personality type is associated with assets and liabilities where language learning is concerned. For example, extroverts are designate to have willingness to take risks (an asset) but with dependency on external excitant and interaction (a liability).Another finding mentioned by Erhman was that introverts showed greater use of strategies involving seek for and communicating meaning than did extroverts. * MOTIVATION Some researches show that highly actuate learners used more strategies relating to formal practic e, functional practice, general study, and conversation/stimulation elicitation than poorly motivated learners (Ellis 1994542). The grumpy reason for studying the language motivational orientation, especially as related to career field was excessively important in the choice of strategies.SITUATIONAL AND SOCIAL FACTORS * GENDER On the radical of Oxford and Nyikos (1989) and Erhman (1990) research, females reported greater overall strategy use than males in many studies. Although sometimes males surpassed females in the use of a particular strategy. * TYPE OF labor movement The specification of the task may help learners in using particular strategies, but cannot predetermine the actual strategies that will be used. * Learning ground Students (Ellis 1994) have pointed out a number of differences in the usage of learning strategies in a schoolroom and in more natural setting.Studies of classroom strategies by Chamot (1988) showed that social and affective strategies were used in frequently by adults, excluding unbelieving for clarification. However, Wong-Filmore (19761979) reported frequent use of social strategies by progeny learners in a play situation. CONCLUSION Once we as teachers roll in the hay the factors that influence in our students decisions to choose a specific Learning Strategy, it will be easier to guide them in the correct centering to be autonomous, students whom can take charge of their own learning (Nation, 2001222) and suck in independence and self-direction. REFERENCES Ehrman, J. K.(1990). Clinical Exercise Physiology . Unided States of America. Ellis, R. (1994). The Study of Second Language Acquisition. saucily York Oxford University Press. Oxford, R. L. (1989). Language Learning Motivationpathways to the new century. Unided States of America University of Hawaii Press. Ekwensi, F. , Moranski, J. , & Townsend-Sweet, M. , (2006). E-Learning Concepts and Techniques. Bloomsburg University of pascals Department of Instructional Tech nology. 5. 1 Instructional Strategies for Online Learning. Retrieved February 26th , 2010 http//iit. bloomu. edu/Spring2006_eBook_files/ebook_spring2006. pdf.