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Over the past few decades continues, but significant shift occurred, leading to less emphasis on teachers and teaching and more emphasis on students and learning.

This article provides an overview of key issues relating to the use of language strategies (LLS) in second and foreign language (L2/FL) learning and teaching

Weinstein and Mayer (1986) defined learning strategies (LS), essentially as “behaviors and thoughts that the student performs during learning” which are “designed to influence learner’s encoding process.” Later, Mayer (1988) specifically defined LS as “student behavior, which are designed to influence how the student processes information.

A good many definitions and meanings have been used for language learning strategies (LLS), the key figures in this field. Taron (1983) defined learning strategies as “an attempt to develop linguistic and sociolinguistic competence in the target language – to incorporate these skills into one’s Interlanguage”. Rubin (1987) suggests that learning strategies “are strategies that contribute to the development of a language system that learns constructs and affect learning directly”. O’Malley and Chamot (1990) defined learning strategies as “the special thoughts or behaviors that individuals use to help them understand, learn, or retain new information”. Oxford (1990) argued that language learning strategies are specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing language skills. These strategies can facilitate the internalization, storage, retrieval, or use a new language. Strategies are tools for self-directed involvement necessary for developing communication skills. At the same time, we should note that the LLS is different from learning styles, which relate more broadly to students’ natural, normal and preferred method (s) of absorbing, processing and storage of new information and skills “Reid (1995), although seems obvious relationship between their language learning style and their usual or preferred language learning strategies.

There are a few basic characteristics in the generally accepted view of LLS.

• Firstly, the students generated by the LLS are the steps students.

• Second, LLS improve language teaching and help develop language skills, as reflected in the student’s skills in listening, speaking, reading, writing, or L2 or FL.

• Third, LLS can be seen (behavior, actions, procedures, etc.) or invisible (thoughts, mental processes).

Cohen (1990) insists that only a conscious strategy of LLS, and that there must be a choice involved for the student. Transfer strategies from one language or language skill to another is related to LLS, and Pearson (1988) and Skehan (1989) discuss. In her teacher-oriented text, Oxford summarizes her view of LLS in the list of twelve key features. Besides the characteristics mentioned above, states that Skehan LLS:

• enable students to become more self-directed

• expand the role of language teachers

• are problem-oriented

• involve many aspects, not just cognitive

• can be taught

• Flexible

• are influenced by many factors

The ‘communicative’ approaches to language teaching is the main goal for the student to develop communicative competence in the target L2/FL and LLS can help students there. Communication strategies used by speakers are deliberately and consciously in order to cope with difficulties in communication L2/FL.

In addition to developing students ‘communicative’ competence, LLS is important because research shows that training students to use LLS can help them become better language learners. Early research on ‘good language learners’ in Naiman, Frohlich, Stern, and Todesco (1978, 1996), Rubin (1975) and Stern (1975) suggested a number of positive strategies to employ these students, from the use of active task approach and monitoring one’s performance L2/FL listen to the radio in L2/FL and speaking with native speakers.

O’Malley and Chamot Studies (1990) also shows that effective L2/FL students are aware of the LLS, which are used and why to use them. Graham’s (1997) work in French further stated that L2/FL teachers can help students understand good LLS and should train them to develop and exploit them.

With the above background for learning strategies, and some related literature, this section provides an overview of LLS and LLS training have been or may be used in the classroom, and outlines a three-step approach to implementing LLS training in L2 / FL classroom.

LLS and LLS training can be integrated into various classes for students L2/FL. One type of course which seems to be increasingly popular, especially in intensive English programs, one focusing on the language learning process itself.

It is important for teachers to study their teaching context, with particular regard to its students, their materials and their own teaching. If you are going to train their students using the LLS, it is important to know something about these individuals, their interests, motivation, learning styles, etc. by observing their behavior in class, for example, be able to see what LLS already seem to be using. They often ask for clarification, verification or correction, as was briefly above? They co-operate with their peers or seem to have much contact outside of class with proficient users L2/FL? In addition to observation, however, one can prepare a short questionnaire that students can fill in at the beginning of the course, describing themselves and their language learning.

Talk informally with students before or after class, or more formal interviews to select students on these topics can also provide much information about their pupils learn their goals, motivations, and LLS, and their understanding of the course.

In addition to students, however, one’s teaching materials are also important in assessing the LLS and LLS training. Textbooks, for example, should be analyzed to determine whether longer include LLS or LLS training. Work with other language, students improve their listening and speaking. Audiotapes, videotapes, hand-outs, and other materials for the study in hand should also be examined for LLS, or for specific ways that LLS training can be accomplished in their use. Maybe the teachers will be surprised to find many LLS incorporate in their materials, with more possibilities than you imagined. If not, can find new texts or other instructional materials that provide such opportunities.

After you have studied their teaching context, begin to focus on specific LLS in their regular teaching that are relevant for students, materials and teaching style. If teachers have found 10 different LLS for writing explicitly used in the text, for example, could draw attention as they go after the course, students are clear examples.

Graham (1997) declares that LLS training “must be integrated into regular students’ classes, if you are going to appreciate their importance for language learning tasks, students need to constantly monitor and evaluate strategies to develop and use, and must be informed of the nature, function and importance of these strategies. “Whether it is a specific conversation, reading, writing, or class, organized and informed focus on LLS and LLS training helps students learn and provide more opportunities for them to take responsibility for their learning.

As Graham suggests, “those teachers who have thought carefully about how they learned the language, about which strategies are most appropriate for which tasks are more likely to succeed in developing ’strategic competence’ in their students” (p. 170) . In addition to considering their own language learning, it is also important to reflect on one’s LLS training and classroom. Following each class, for example, one might wonder about the effectiveness of lessons and the role of LLS and LLS training in it. Informal log of these considerations, and a personal evaluation of class, either in a notebook or on the actual lesson plans can be used later to think about LLS education throughout its completion.

In addition to teacher discretion, it is necessary to promote student reflection, both during and after LLS training in the classroom or course.

In an interesting study, action research involving “controlled reflection” as Graham (170) declares, “for students, an important part of self-directed learning is on-going assessment methods that are employed in tasks and their achievements in. .. program “regardless of context or method, it is important that students L2/FL have to think about their language learning and use of LLS.

The first and most important, relates to the professionalism of teachers who use LLS and LLS training in their work. As Davis (1997) has aptly remarked: “Our actions speak louder than words”, and it is important for professionals who use LLS training model and how these strategies in their classroom teaching, especially in the context of EFL in their own FL learning. Moreover, LLS, of course, include the unique cognitive, affective and social individuals’ learning styles and strategies. As a teacher I would like to help my students learn and reflect on their learning, but also the question of tone and motivation reflected in some of LLS literature. Oxford (1990), for example, seems to describe many of my Japanese EFL students, he writes:

Motivation is a key concern for both teachers and students. Yet, while the teachers hope to motivate students and increase their learning and professional service we have to be very clear, not to manipulate them in the process, recognizing that ultimately the responsibility of student learning. If our teaching is appropriate and student-centered, we will handle our students, we encourage them to develop and use their own LLS. Instead, we will have an incentive to pupils’ learning styles and the account of how we learn, in order to improve their skills and L2/FL LLS.

The second reflection concerns the integration of LLS in both languages / teaching theory and curriculum. The focus of this article is largely practical, and highlights why the LLS are useful and how they can or could be included in mainstream classes L2/FL.

Related challenge is how to integrate into our curriculum LLS L2/FL, especially in places like Bangladesh, where “student-centered” approaches, or materials may not be implemented very easily. Using texts, which include LLS education, such as those in the Tapestry series, remains difficult in the context of the FL, which are mainly oriented to the L2 region. Many FL teachers are LLS and LLS training in the curriculum FL of their regular, everyday language (as opposed to content) class. This last point brings us to this and other questions for future research LLS.

The article provides a brief overview of language learning Strategies (LLS) and explores their background and summarizes the relevant literature. It also outlined some ways that LLS training was used, and offered three stages for teachers to consider its application within their own class L2/FL. This was also confirmed two important questions, questions for further study of LLS, and noted a number of contacts that readers can use the network to the LLS in education L2/FL.

Canale, M., & Swain, M. (1980). Theoretical foundations of communication approaches to second language teaching and testing. Applied Linguistics, 1 (1), 1-47.

Cohen, A. (1990). Language Study: Advanced students, teachers and researchers. New York: Newbury House.

Ellis, G., & Sinclair, B. (1989). Ability to learn English: Course in Learner Training. Cambridge: Cambridge University Press.

Ellis, R. (1994). Studying a second language. Oxford: Oxford University Press.

Freeman, D., & Richards, J. (Eds.). (1996). Teacher learning in language teaching. Cambridge: Cambridge University Press.

Gardner, D., & Miller, L. (Eds.). (1996). Tasks for independent language. Alexandria, VA: TESOL.

Graham, S. (1997). Effective language learning. Clevedon, Avon: Multilingual

Nunan, D. (1995). Closing the gap between learning and teaching. TESOL Quarterly, 29 (1), 133 in the 158th

Nunan, D. (1996). Pupil training strategies in the classroom: action research study. TESOL Journal, 6 (1), 35 to 41

Offner, M. (1997). Teaching English Conversation in Japan: lessons to learn. TESLA Internet Journal [online serial], 3 (3) [03 1997].

O’Malley, J. M., & Chamot, A. (1990). Learning Strategies in Second language acquisition. Cambridge: Cambridge University Press.

Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.

Skehan, P. (1989). Language learning strategies (Chapter 5). Individual differences in second-language education (pp. 73-99). London: Edward Arnold.

Taron, E. (1983). Some thoughts on the concept of ‘communication stategy “. In C. Faerch & G. Kasper (Eds.), Strategy in Interlanguage Communication (pp. 61-74). London: Longman.

Shot in a studio with TV cameras, and no audience, John sings many favorites on this video. Never released on DVD, and no longer produced on VHS, this OOP video is getting harder to find. I was lucky enough to obtain a sealed copy and encode off the 1st play of the tape.

Learn the best way you can
Bill Repp
Q. My job requires me to learn new software and procedures continually, and I sometimes I feel overwhelmed. Some of my colleagues, seem to learn new ideas and techniques, faster and easier. Are there any teaching tips that can ease my burden? -Thomas M.
A. Each of us learns differently: by actually doing it, to hear someone explain that follows it does, or think quietly. Usually we prefer one of these learning styles, and it is important that we learn new ideas with a style that is best for us.
Firstly, think about how you usually want to learn something new: that hearing, seeing, thinking. Then follow the instructions, developed by the Centre for accelerated learning (www. alcenter. Com), to learn better, faster, easier.
Learning by doing
• Create three-dimensional table-top model of an idea or process that you have in mind, using cardboard, Lego parts, Tinkertoys, paper clips, Play-Doh, or whatever else is handy.
• Create a card that you can sort or post, based on what you learn.
You could be the flash card or cards that can be used to offset or sorting game.
• Physically, one ton ideas you are learning to imitate or body movement or touch physical objects, as you repeated aloud in your mind or thoughts, or expressions that you have in mind. When you sit down to learn from written materials, computers or videos, often stand up and sketch what you have learned to flip chart, white board or butcher paper mural, using words, scribbles and color.

• Give information that you want to remember the audio cassette and listen while you walk, jog, or exercise.

• Take frequent breaks when learning from written materials or computer, and have a fresh “power walking”, while you think about what you learn.
Learning hearings
• Look for opportunities to explain to others aloud what they are learning.
If you can, read aloud from books and other written materials, even from the computer screen as if you were explaining to someone over the phone.
• Put learning materials on audio tapes and listen to it in the car or home stereo or in your Walkman or iPod while you do other things.
• Discuss with one or more other topic you are learning. Ask many questions of anyone who might know something about what you try to master.
• Create a memory device for hearing what you want to remember. (Example: “Right-Tight, lefty-loosey” to remind you how to turn screwdrivers, valves, and lamps.)
Seeing learning
• Read a paragraph or two and then write a brief summary of what you just read. Keep repeating the process.
• Put in words, pictures or numbers you want to learn to large index cards or Post-it notes. Then put them where you see them often: bathroom mirrors, refrigerators, kitchen and closet doors.
• After seeing the video, computing, or the live experience, write a brief overview of what you learned.
• Make a huge mural at work or at home with butcher paper. Use the pen to keep everything on the wall you are learning the words, images, doodles, symbols.
• Create flash cards to learn the material, and use them to control.
• Highlight the reading material in different colors: one color keyword, key for further ideas, etc.
• Divide the page in half. On the left side, write down key ideas and processes to learn. On the right, record how you plan to use these ideas and practices.
Learning, thinking
• After learning experience, to sit quietly and think about what you learned and how this relates to what you already know.
• A large piece of paper or a wall mural to create a diagram, flowchart, network, or a color picture of what you learn.
• After experiencing or reading about the process, mentally practice the implementation process in mind a few times.
• As you read, listen or watch develop rigorous questions you might ask yourself, then that will make you think and compels you to systematize what you have learned.
• problems of their own teaching materials and think through how you could solve.
• Create metaphors and analogies to help you remember important teaching materials.
• Make lists to help organize what you learn in the appropriate categories. Find ways of systematizing the material itself, which seems haphazard and disjointed.
You can get more information about how to learn from the Centers for accelerated learning: E-mail: @ alcenter execpc. com
E-mail: billrepp @ Rochester. rr. com

More and more people want to know how to learn to speak Spanish fluently, and as a result, there is more and more courses teaching people how to learn to speak Spanish fluently than ever before.

In this article I’ll show you some basic principles and secrets for learning to speak Spanish fluently, and a program that literally saved me months of tedious trial and error.

After following my advice and approach, I personally guarantee that you will not be fully prepared for the trip to Spain, but your friends and family will still be in shock, as you impress them with what is considered to be flowing, sexy and exotic language !

After all, it is your dream vacation be ruined if you can not understand the language correctly, and can also get really frustrating (for both you and the Spanish locals!)

The approach I am going to share with you really saved my skin, because at that time, I was planning a trip to Spain to work as a holiday rep, and I quickly realized that I barely knew the word of Spanish!

I’ve always dreamed of a beautiful Spanish Sun beating on me, sipping cocktails and those engaging in local Spanish culture. But because of my poor Spanish, I knew I had to learn quickly, but obviously I did not want to miss the basics.

Therefore I had to make sure I had the right attitude, along with step by step to learning to speak Spanish, that I am guaranteed not miss any of the fundamentals.

I also needed a solid grounding in Spanish, that I was able to build a solid flow in the upper part of the coming months.

Why do you want to know how to learn to speak Spanish fluently, and does it matter?

You probably want to know how to learn to speak Spanish fluently for different reasons than I was. . . Perhaps you are planning a holiday, or perhaps you’re looking to buy property in Spain?

Whatever your reasons for wanting to know how to learn to speak Spanish fluently, I can assure you it’s amazingly simple when you follow the right formula. If you’ve ever tried to learn Spanish in the past and failed, do not despair! It’s not your fault, it can be difficult when you do not have the right attitude, and even fast students have been known to fail due to poor study materials in the past.

It is important to learn Spanish quickly?

It is obvious that the faster you learn, the better, because the reasons for learning a language is time sensitive (ie the holiday is booked, long-term plans are in place, etc.).

So if this is the case then you need to get on the fast lane mi amigo!

One of the problems you might encounter in learning to speak Spanish, is that not only can it take months of tedious repetition, but if you follow špatně formula, you could end up Developing bad habits and worse, actually mispronounce words (and maybe end up harassment Spanish locals!).

The best way to learn to speak Spanish fluently, is a visual and audio support. It has been proven that people learn faster and more consistently through several ways.

In particular, audio, Follow me, ‘learning styles are by far the best platform, with practical exercises, you do what you have.

Certainly, repetition is always going to be involved because it is the only way to learn new skills. However, the real benefit of selecting the right recipe for a lean new skills such as speaking Spanish, it’s that repetition will be minimal, and the whole experience of learning to speak Spanish will be fun, not stuffy like some old school lesson where your attention is hard to keep !

If you are serious about learning to speak Spanish, you already know that time is against you (especially if you are going on a trip to Spain, for whatever reason).

Nevertheless, the worst thing you can do is keep putting it off and drag her as their ability to learn to reach a level of fluency in Spanish would be almost impossible to achieve, how long was the delay in his teachings will cause you to get bored and again, because you can easily lose your attention span.

Once your attention is lost, maybe you think you’re learning, but in reality your brain is simply “passing through” and does not absorb information as it should.

Therefore, it is why I only recommend a system that will teach you quickly and comfortably from the first day, but that you also stick to your commitment to learning.

If you follow this approach, you find that you can learn to speak Spanish fluently much more, and you’ll pick up the pace much faster too.

What are some of my opportunities to learn to speak Spanish fluently?

Typically, there are several ways to learn any new language. Old-fashioned method of a book. This is probably the worst of all options due to lack of interactivity it offers. As I mentioned, the best way to learn is through “post” style courses.

So with that in mind, you can also try the audio course. This is a much better option as you will instantly learn how to pronounce words correctly.

The second way is through private tuition, which is one of the best ways. However, it is definitely not the cheapest! What’s more is that private lessons will drag out longer than they need, and not always comfortable. Want to know if you want, when you have time, right? So, what’s the solution?

The ultimate way above them is the combination of both written and audio forms, with access to backup REAL person teaching at a time that suits you. Look at the bottom of this article on my recommendation for a single course, which you can get instant access to this type of online education.

So if you’re ready to get into good things, and you set your mind on the correct mental attitude, you will be ready in the best position to know how to learn to speak Spanish fluently without delay, distraction or boredom!

Let me have a strong teaching philosophy. . .

“By learning to re-create yourself. Through learning we become able to do something we’ve never been able to do. “- Peter Senge

So are you ready to re-create yourself? Are you ready to do something that would never be able to do, like speak Spanish fluently, for instance? Get ‘em amigo!

Finally, learning to speak Spanish can be very time consuming, or it may be a simple 1-2-3 system. If you really want to impress friends and family and enjoy all your future trips to Spain, then I highly recommend that you see on the same system, which I used to pick up the Spanish language in less than 8 weeks, not 8 months!