海南师范大学外语学院

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I. What is Strategy-Based Approach (SBA)?
1. What are learning strategies? 1.1 Definition of learning strategies: steps, plans, insights, and reflections that learners employ to learn more effectively. techniques or tactics that learners use to respond to learning problems or needs. sequence of procedures for accomplishing learning. (Oxford,1989)
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1.2 Three Kinds of learning strategies: Metacognitive Strategies: self-management strategies utilized by learners to oversee and manage their learning, consist of strategies to plan for a task, to monitor a task in progress and to evaluate the success for a task after completion. Cognitive Strategies: operation or processes happening in the learners’ mind during the execution of a task to facilitate comprehension or production. These mental processes or operations involve in selecting information from incoming data, comprehending it and retrieving it for use.
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2. What is Strategy-Based Approach (SBA)? A strategy-based approach is a methodology that is rooted in strategy instruction. It sees the objectives as being to teach students how to listen. This is done, first, by making the learners aware of how the language functions and second, by making them aware of the strategies that they use—i. e., developing metastrategic awareness. Then the task of the teacher becomes to instruct the learners in the use of additional strategies that will assist them in tackling the listening task”
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Social and Affective Strategies: strategies used by learners to interact with others in order to help themselves understand what is going on such as asking questions for clarification, cooperation with peers on a language learning task, and using affective controls like positive self-talk to lower anxiety (Wenden,1987). 1.3 The importance of learning strategies help learners learn how to learn help learners to deal with learning problems or difficulties they encounter. help learners learn effectively.
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References
Blundell, L. and Stokes, J. 1987. Task Listening (student’s book). Cambridge: Cambridge University Press. Blundell, L. and Stokes, J. 1987. Task Listening (teacher’s book). Cambridge: Cambridge University Press. Chamot, A. U.1987. “The learning strategies of EFL students”. In Wenden ans Rubin, eds. Learning Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall Mendelsohn, D. 1995. “Applying learning strategies in thesecond/foreign language listening comprehension”. In D. J. Mendelsohn and Rubin (eds). 1995. A guide for the teaching of second language listening. San Diego: Dominie Press Oxford, R.1989. Language Learning Strategies: What Every Teacher Should Know. New York: Newbury-House. Wenden, A. 1987. “Incorporating learner training in the classroom”. In Wenden ans Rubin, eds. Learning Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall
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Strategies to determine topic Guessing through words that are thematically related or lexical signals, guessing through the key words related to a common theme. Strategies determine the essence meaning Using contextual clues and the stressed / unstressed system like stressed syllables that are longer, louder and higher, etc. Strategies form hypotheses, prediction and inferences Using background knowledge, linking words, conjunctions, discourse markers and contextual clues.
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II. How to apply SBA in teaching listening? 1.1 Essential listening strategies They are strategies to determine setting determine interpersonal relationship determine mood determine topic determine the essence meaning determine the main idea form hypotheses, prediction and inferences
(Mendelsohn 1995).
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3. How does SBA help students in listening? tell learners how to listen effectively so that they can improve their listening comprehension. when learners begin to apply appropriate strategies, they also begin to think about listening consciously. help learners select sufficient and relevant information coming at them and prevent from informatioБайду номын сангаас overload. help learners become active learners by dealing with mental activities. (Mendelsohn 1995)
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While-listening activities: Students listen and practice the strategy in accomplishing the task. Post-listening activities: Students apply what they heard in the listing material to doing some writing or speaking task.