1Group 3 : Leny Mutmafidah, Fenni Anggraeni, Anindya Iman Sari

AUTONOMY, AWARENESS, AND ACTION

Autonomy has come to be used in at least five ways:

• for situations in which learners study entirely on their own;
• for a set of skills which can be learned and applied in self-directed learning;
• for an inborn capacity which is suppressed by institutional education;
• for the exercise of learners' responsibility for their own learning;
• for the right of learners to determine the direction of their own learning.

Metalinguistics can be classified as the ability to consciously reflect on the nature of language, there are :

1. an awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning)
2. an awareness that words are separable from their referents (meaning resides in the mind, not in the name, i.e. Sonia is Sonia, and I will be the same person even if somebody calls me another name)
3. an awareness that language has a structure that can be manipulated (realizing that language is malleable: you can change and write things in many different ways (for example, if something is written in a grammatically incorrect way, you can change it)).

Metalinguistic awareness is also known as "metalinguistic ability", which can be defined similarly as metacognition ("knowing about knowing"). Metalinguistic awareness can also be defined as the ability to reflect on the use of language. As metalinguistic awareness grows, children begin to recognize that statements may have a literal meaning and an implied meaning. They begin to make more frequent and sophisticated use of metaphors such as the simile, "We packed the room like sardines".

2.    STRATEGIES

Strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the moment-by-moment techniques that we employ to solve “problems” posed by second language input and output. Rubin (Rubin and Thompson, 1982) later summarized 14 such characteristics. Good language learners:

1.      Find their own way, taking charge of their learning

2.      Organize information about language

3.      Are creative, developing a “feel” for the language by experimenting with its grammar and words

4.      Make their own opportunities for practice in using the language inside and outside the classroom

5.      Learn to live with uncertainty by not getting flusteredand by continuing to talk or listen without understanding every word

6.      Use mnemonics and other memory strategies to recall what has been learned

7.      Make errors work for them and not against them

8.      Use linguistic knowledge, including knowledge of their first language in learning a second language

9.      Use contextual cues to help them in comprehension

10.  Learn to make intelligent guesses

11.  Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

12.  Learn certain tricks that help to keep conversations going

13.  Learn certain production strategies to fill in gaps in their own competence

14.  Learn different styles of speech and writing and learn to vary their language according to the formality of the situation

Teachers, on the one hand, can benefit from attending to what might indeed be very common strategies for successful learning across many cultures and contexts, but beside that, they need to be ever mindful of individual needs and variations as well as the cultural context of learning.

3. LEARNING STRATEGIES

Typically, strategies were divided into three main categories, there are :

a.       Metacognitive is a term used information processing theory to indicate an “executive” function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension and evaluating learning after an activity is completed.

b.      Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material it self.

c.       Socioaffective strategies have to do with social mediating activity and interacting with others.

1Group 3 : Leny Mutmafidah, Fenni Anggraeni, Anindya Iman Sari

AUTONOMY, AWARENESS, AND ACTION

Autonomy has come to be used in at least five ways:

• for situations in which learners study entirely on their own;
• for a set of skills which can be learned and applied in self-directed learning;
• for an inborn capacity which is suppressed by institutional education;
• for the exercise of learners' responsibility for their own learning;
• for the right of learners to determine the direction of their own learning.

Metalinguistics can be classified as the ability to consciously reflect on the nature of language, there are :

1. an awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning)
2. an awareness that words are separable from their referents (meaning resides in the mind, not in the name, i.e. Sonia is Sonia, and I will be the same person even if somebody calls me another name)
3. an awareness that language has a structure that can be manipulated (realizing that language is malleable: you can change and write things in many different ways (for example, if something is written in a grammatically incorrect way, you can change it)).

Metalinguistic awareness is also known as "metalinguistic ability", which can be defined similarly as metacognition ("knowing about knowing"). Metalinguistic awareness can also be defined as the ability to reflect on the use of language. As metalinguistic awareness grows, children begin to recognize that statements may have a literal meaning and an implied meaning. They begin to make more frequent and sophisticated use of metaphors such as the simile, "We packed the room like sardines".

2.    STRATEGIES

Strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the moment-by-moment techniques that we employ to solve “problems” posed by second language input and output. Rubin (Rubin and Thompson, 1982) later summarized 14 such characteristics. Good language learners:

1.      Find their own way, taking charge of their learning

2.      Organize information about language

3.      Are creative, developing a “feel” for the language by experimenting with its grammar and words

4.      Make their own opportunities for practice in using the language inside and outside the classroom

5.      Learn to live with uncertainty by not getting flusteredand by continuing to talk or listen without understanding every word

6.      Use mnemonics and other memory strategies to recall what has been learned

7.      Make errors work for them and not against them

8.      Use linguistic knowledge, including knowledge of their first language in learning a second language

9.      Use contextual cues to help them in comprehension

10.  Learn to make intelligent guesses

11.  Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

12.  Learn certain tricks that help to keep conversations going

13.  Learn certain production strategies to fill in gaps in their own competence

14.  Learn different styles of speech and writing and learn to vary their language according to the formality of the situation

Teachers, on the one hand, can benefit from attending to what might indeed be very common strategies for successful learning across many cultures and contexts, but beside that, they need to be ever mindful of individual needs and variations as well as the cultural context of learning.

3. LEARNING STRATEGIES

Typically, strategies were divided into three main categories, there are :

a.       Metacognitive is a term used information processing theory to indicate an “executive” function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension and evaluating learning after an activity is completed.

b.      Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material it self.

c.       Socioaffective strategies have to do with social mediating activity and interacting with others.

Group 7

Name: Atik Dzuriyatul Husniyah
          Emilia Nur Febriantini
          Nikita Nurul Milati
        Robby Zulfa Zulfi Ni'am

Language learning and teaching

AUTONOMY, AWARENESS, AND ACTION

There are three linked concepts of learning a second language:

1.      Autonomy

2.      Awareness

3.      Action

These concepts can increasing pedagogical emphasis on learner centered language teaching in resent years.

Most of language methodology was teacher centered. It means that the students entered the classroom, sat down dutifully in their table and waited for the teacher to tell them what to do. For example: translate a passage, memorize the pattern, or repeat the dialog. Then, it can make the student passive so that why we need autonomy concepts to discover the value of learner. Autonomy in the form of allowing learners to do things like initiate oral production, solve problem in small group, practice language forms in pairs etc.   The language teaching profession began to encourage learner to understand their own language and way to be success.

The process of developing within learners a sense of autonomy required the use of strategy. according to research on achieving autonomy language program and courses increasingly emphasized to students the importance of self starting and taking responsibility for their own learning.

Closely link to the concept of autonomy is demand on learners to become aware of their own process of learning that is called awareness. Now with the backdrop of good deal of research on awareness and consciousness raising. Language program are offering more occasions for learners to develop a meta cognitive awareness of their ongoing learning. In fact, in US found that learners of Spanish as a second language showed improved performance under conditions of awareness-raising.

Awareness is important but we should know also that awareness without action will be relatively useless. So, when once learners can become aware of their predis, style, and their strength and weaknesses, then they take action of the strategies that are available to them.

Strategies

Strategies are those specific way that we make on a given problem, and that vary considerably within each individual. Strategies are method or plan that chosen to drive a goal such as achievement to a problem. The field of second language acquisition has distinguished between two types of strategy, they are learning strategies and communication strategies. The earlier relate to input processing, storage, and retrieval that taking in messages from others. Then the latter pertain to output, how we express meaning productively and how we deliver messages to others.

Learning strategies

Strategies were divided into three main categories in learning second language:

1        Meta cognitive strategies : a term used in information processing theory to indicate an “executive” function, strategies that involve planning for learning, thinking, about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity complete.

2        Cognitive strategies: those are more limited to specific learning tasks and involve more direct manipulation of the learning material itself.

3        Socioaffective strategies: they have to do with social mediating activity and interacting with others.

Many studies have been carried out on the effectiveness of learners using a variety of strategies in their quest for language competence:

·         There are four skills in learning second language; listening, speaking, reading, and writing.

·         Second language learners developed effective listening skill through the use of monitoring, elaboration, and inference.

·         The successfully teachable strategies are selective attention to keywords and advance organizers, inferring from context, prediction, using worksheet, and taking notes.

·         The effectively taught is reading strategies, predicting, guessing from context, brainstorming, and summarizing.

·         Gender has been shown to be a significant variable in strategy use, whether in learning or communication strategies.

·         Classroom-based or text book – embedded training are two major forms of strategies or we can call it Strategies Based Instruction  (SBI)

·         General conclusions from an extensive number of recent studies in many countries promise more than a glimmer of hope that SBI and autonomous learning are variable avenues to success.