Katyukha L.O.

Khmelnitsky National University

Effective Strategies for Language Learners

When a person starts learning a foreign language, they want to maximize the experience. There are a lot of learning strategies to become a successful language learner. Even if a person does not have brilliant linguistic abilities, they can “learn to learn” a language effectively.

Language learner strategies are the actions learners employ to improve the development of their language learning skills. Classification of language learner strategies varies somewhat. Oxford developed a system of classification, organized round a division of two strategy groups, direct and indirect. Among these six strategy groups exist in total. Those strategies that directly involve learning the target language include memory, cognitive and compensation. Memory strategies concern storage and retrieval of new language. Cognitive strategies are the mental processes associated with manipulating, transforming and interacting with the target language (TL). Compensation strategies are use by learners to offset inadequate knowledge needed for understanding and production of the TL. The second set of strategies suggested by Oxford includes indirect strategies or those involving actions or processes, which learners regulate, manage and self-direct in learning. They are limited to a supportive role without being directly related to the interaction of the language itself.

Memory strategies are based on simple principles like laying things out in order, making association, and reviewing. These principles are employed when a learner faces challenge of vocabulary learning. The words and phrases can be associated with visual images that can be stored and retrieved for communication. Many learners make use of visual images, but some find it easy to connect words and phrases with sound, motion or touch.

The use of memory strategies is most frequently applied in the beginning process of language learning. As the learners advance to higher level of proficiency memory strategies are mentioned very little. It does not cease, but the awareness of its use becomes less.

Cognitive strategies are perhaps the most popular strategies with language learners. The target language is manipulated or transformed by repeating, analyzing or summarizing. The four sets in this group are Practising, Receiving and Sending messages, Analyzing and Reasoning, and Creating Structure for Input and Output.

Practising is the most important in this group which can be achieved by repeating, working with sounds and writing, and using patterns. The tools of receiving and sending messages are used when learners try to find the main idea through skimming and scanning. It is not necessary to check every word. The adult learners commonly use analyzing and reasoning strategies. These are used to understand the meaning and expression of the target language. These are also used to make new expressions.

Learners use compensation strategies for comprehension of the target language when they have insufficient knowledge of the target language. These strategies make up for the deficiency in grammar and vocabulary. When learners do not know new words and expressions, they guess the meaning. A learner brings own life experience to interpret data by guessing.

Compensation strategies are also used in production when grammatical knowledge is incomplete. When a learner does not know the subjunctive form of verb, a different form may be used to convey the message.

Strategies categorized within the group of indirect strategies include metacognitive, affective, and social. Metacognitive strategies are aspects associated with planning, monitoring and evaluating the TL. Affective strategies refer to strategies that learners employ to control emotions and attitudes about language learning. Finally, social strategies are characterized by facilitating engagement in the TL through interaction with others.

Below there are some examples of memory strategies that can help you remember some information better. Some of them are called mnemonic "ni mon ik" devices. They are effective because they have been helping students for years, not only on homework and tests, but continuing to be valuable in their daily lives.

Strategy1: Chunking.

It is easier to memorize information when you break it up into small chunks. This is called chunking. We use chunking often to memorize a friend's telephone number, a locker combination, or one’s social security number. It's easier to remember long numbers when you "chunk" them into groups of threes, fours and fives.

Here are suggestions on how you can use "chunking" to remember information as well as numbers. You can chunk vocabulary words by grouping them by parts of speech or other attributes, or by grouping words into categories like household items or occupations. If there is no pattern to the information you need to study, just group the items into three, four or five at a time, and that will help a lot.

Strategy 2: Graphic organizers.

These tools help you see things you are trying to learn. They help organize information. There are many different types of graphic organizers. You can even design them yourself. Here are some examples: the Venn Diagram for comparing and contrasting, a Web for the main topic and details, the Cause and Effect Design with the event in the middle box, the causes listed in the left boxes and the effects listed in the right boxes, the Cycle Organizer consists of shapes drawn in a cyclic pattern with words in each shape to represent things or events that go in cycles.

Strategy 3: Writing sentences.

You can make eccentric or funny sentences just to make them vivid and remember the words. For example, "My Very Excellent Mom Just Served Us Noodles” is used to remember the planets. This strategy can even help us learn those extra troublesome spelling words. Just make up a sentence using words that begin with the letters. So, to learn "aardvark," you may make up a nonsense sentence like: Aardvarks Always Run Down Very Angry Rowdy Kids.

Strategy 4: Association.

Another learning strategy is to associate, or "connect," each word or event with a person, place, thing, feeling, or situation. For example, you may connect what you are trying to learn with someone you know, or with a movie character or scene. When you have to learn vocabulary words, just write the new words, write the definitions next to them, and then write a person, thing, event, movie, or any strong association to help you remember the meaning of each word. For example, "My altruistic Aunt Alice gives great gifts."

Strategy 5: Visualization.

To visualize means to see an image in your head without actually looking at it. Visualization can help you learn almost anything. If you visualize the boring diagram becomes meaningful and remember-able. In general, if you have trouble visualizing material, try drawing maps, charts, graphs, or pictures.

Strategy 6: Talking.

Talking is a strategy that's easy and fun to use, especially if you like to talk! Just talk about the information you have to learn. You can tell your parents or friends what you have to learn! If you're learning a language, then speak it at the dinner table. It doesn't matter if others know what you are saying; you do, so you will learn.

Strategy 7: Rehearsing.

When you want to remember information, you have to practice it, or else it fades. So, just as actors need to rehearse in order to remember their lines, students need to rehearse to remember what they are learning. Here are some helpful hints on "rehearsing" whatever information you need to learn for homework or tests:

• Rehearse for short practice periods (perhaps 30 to 60 minutes) and then take a short ten-minute break.

• Use a multisensory approach every time you rehearse: say it, write it, read it, draw it, sing it – do whatever it takes.

• Just before going to sleep, review everything you will need to know for the next day or for the upcoming test. Then review everything in the morning.