Developing Autonomous Language Learners: The Roles of Learning Strategies and Differentiated Instruction Anna Uhl Chamot, Ph.D. The George Washington University.

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Presentation transcript:

Developing Autonomous Language Learners: The Roles of Learning Strategies and Differentiated Instruction Anna Uhl Chamot, Ph.D. The George Washington University Washington, DC

Purposes Describe characteristics of learner autonomy; Define language learning strategies; Suggest ways to differentiate instruction for diverse learners.

Language Learner Autonomy Autonomy Motivation Meta- cognition Self- Efficacy Attribution

Learner Attributions Success LuckAbility Own Effort

A Definition of Learning Strategies: EFFORTS made by students to learn

Learning Strategies ARE: Thoughts and actions that learners use to help them complete a learning task. Ways to understand, remember, and recall information. Ways to practice skills so that they are mastered more easily.

Learning Strategies are NOT: Not fixed and permanent. Not teaching strategies. Not learning styles. Not used only by “good language learners.” Not always good strategies!

What Does the Research Say? Frequent use of a range of learning strategies is correlated to higher self- efficacy. Successful strategy use is correlated to motivation. Metacognition and self-regulation develop as students learn to be strategic.

Language Learner Autonomy Autonomy Motivation Meta- cognition Self- Efficacy Attribution

Diversity in Language Learners  Dynamic Systems Theory (De Bot, Lowie, & Verspoor, 2007):  There is no predictable order in SLA.  Cognitive, social, and affective factors affect SLA in unpredictable ways.  Second language learners progress at different rates because of these factors.  Teachers need to address these differences.

DIVERSITY IN LANGUAGE PROFICIENCY AND LEARNING STRATEGY KNOWLEDGE/ USE  Low to high language proficiency levels.  Low to high levels of learning strategy knowledge/ use (how to learn skills).  Means at least four combinations of language proficiency + learning strategy knowledge/ use.

1 (LLP + LSKU) Low Language Proficiency (LLP) 3(HLP + LSKU) 2 (LLP + HLSKU) 4 (HLP + HLSKU) High Language Proficiency (HLP ) Low Strategy Knowledge/ Use High Strategy Knowledge/ Use LANGUAGE AND STRATEGY CONTINUA

Conclusion Teaching learning strategies can help learners develop autonomy. Both language and learning strategy instruction should be differentiated according to students’ needs and interests. How to do it – in this afternoon’s workshop!

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