ESL Learning Strategies

1631 Words7 Pages
Learning strategies remain used to complete speaking, reading, writing or listening activities in language lessons. Identification of task to complete or problem to solve (Oxford, 1999), language learners use meta cognitive, cognitive or social strategies to present language activities, and provide systematic practice, reinforcement and monitoring. Irrespective of language learning experience, learners’ need instruction to improve learning performance. This paper will explore the implementation of learning strategies within the ESL classroom of young learners, integrated into language pedagogy through comparison of the Community of Inquiry framework (CoI) and Robert Gagné’s learning taxonomy. The theory of each design, application,
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Psychologist Jean Piaget believed children develop knowledge through active participation in learning, and cognitive development was “achieved through observation and experimentation”. Cognitive development proposed people are incapable of mechanically understanding information given, and need to construct knowledge through personal understandings to create mental images. Consequently, the teacher plays and important role in learning, and should motivate learner to create own knowledge through personal experiences (Rummel, 2008), by encouraging learner to share knowledge through own ideas, opinions and conclusion through interaction. Lectures, discussions and imitations presented in a systematic and organized manner, reinforce behavior positively and negatively, toward guiding the learner through direct instructions to assess repetitive and interpretive learning. Overall, the design of the components has great influence on how learners perceive mechanisms of teaching presence, based on the individuals understanding through personal experiences. Equally, social and cognitive presences influence…show more content…
Language teachers integrate language teaching, to facilitate learners’ knowledge toward the systematic use of a second language. Through integration, learners remain provided with real practice and reinforcement; adapted to needs of learner which provide meaningful focus to teaching. Learner becomes more efficient in own effort to learn second
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