Learner
JOURNAL OF SCIENCE OF HNUE
2011, Vol. 56, No. 1, pp. 138-143
LEARNERS STRATEGY AND KEY STEPS OF TEACHING
NEW STRATEGY OF SARA COTTERALL AND HAYO REINDERS
TO 1ST YEAR STUDENTS OF ENGLISH
Hoang Thi Giang Lam
Hanoi National University of Education
E-mail: gianglam76@yahoo.com
Abstract. This study attempts to present what the author has experienced and applied in teaching new strategies to 1st year students of English at
HNUE with an example of application into reading strategies for example reading for main idea according to five key steps by Sara Cotterall and
Hayo Reinders (2004). These briefly introduced key steps are: (1) raising learners awareness of the strategy, that is to make them see the importance and the need to study the strategy; (2) modelling the strategy, the step in which a teacher tries to show how to use the strategy as they read the text for example; (3) trying out the strategy: at this stage a teacher has to design several activities for students to practice using the new strategy; (4) evaluating the strategy to see if the students find the strategy useful or if they have any difficulties in using it to solve all arising problems; (5) encouraging transfer of the strategy to new contexts: regular practice and revision should be given to make students work independently in any situations they may have in their lifetime learning process.
Keywords: learner’s strategy, learning strategy, language learning
1.
Introduction
In the last fifteen years, the concepts of teaching strategies for language learning have gained a great deal of interest from many educators and trainers worldwide because of its practicality. By teaching students about strategies, teachers are stimulating them to share more responsibilities for their learning progress since their learning is actually done by * students not teachers. Vietnamese children have been deeply attached to very traditional ways of teaching and learning for 12 primary
2011, Vol. 56, No. 1, pp. 138-143
LEARNERS STRATEGY AND KEY STEPS OF TEACHING
NEW STRATEGY OF SARA COTTERALL AND HAYO REINDERS
TO 1ST YEAR STUDENTS OF ENGLISH
Hoang Thi Giang Lam
Hanoi National University of Education
E-mail: gianglam76@yahoo.com
Abstract. This study attempts to present what the author has experienced and applied in teaching new strategies to 1st year students of English at
HNUE with an example of application into reading strategies for example reading for main idea according to five key steps by Sara Cotterall and
Hayo Reinders (2004). These briefly introduced key steps are: (1) raising learners awareness of the strategy, that is to make them see the importance and the need to study the strategy; (2) modelling the strategy, the step in which a teacher tries to show how to use the strategy as they read the text for example; (3) trying out the strategy: at this stage a teacher has to design several activities for students to practice using the new strategy; (4) evaluating the strategy to see if the students find the strategy useful or if they have any difficulties in using it to solve all arising problems; (5) encouraging transfer of the strategy to new contexts: regular practice and revision should be given to make students work independently in any situations they may have in their lifetime learning process.
Keywords: learner’s strategy, learning strategy, language learning
1.
Introduction
In the last fifteen years, the concepts of teaching strategies for language learning have gained a great deal of interest from many educators and trainers worldwide because of its practicality. By teaching students about strategies, teachers are stimulating them to share more responsibilities for their learning progress since their learning is actually done by * students not teachers. Vietnamese children have been deeply attached to very traditional ways of teaching and learning for 12 primary
References: [1] Cotterall, S. & Reinders, H., 2004. Learner Strategies A Guide for Teacher, RELC Portfolio Series 12. SEAMEO Regional Language Center. [2] OMalley, J.M. & Chamot, A.U., 1990. Learning strategies in second language acquisition, Cambridge: Cambridge University Press. [3] Oxford, R.L., 199. Language learning strategies, What every teacher should know. Boston, Mass: Heinle & Heinle. [4] Wenden, A., (1987. Conceptual background and utility. In Wenden, A. & Rubin, J. (Eds) Learner Strategies in Language Learning, pp. 3-14, Englewood Cliffs, New Jersey: Prentice Hall. 143