FP014– LEARNING STRATEGIES

PRACTICAL ACTIVITY
FP014–Learning STRATEGIES

Practice Activity

Student first and last name(s):

Luciana Mokuy Abeso Nkara

Group: 2023/11

Date: 17th/05/2025

TABLE OF CONTENTS

1. Task 1……………………………………………………………………………3-4

Question 1……………………………………………………………..page 3
 Question 2……………………………………………………………..page 3
Question 3……………………………………………………………..page 3
Question 5……………………………………………………………..page 3-4
Question 6……………………………………………………………..page 4

2. Task 2……………………………………………………………………page 5-6

3. Task 3…………………………………………………………………………6-8

Activity 1………………………………………………………………page 6
Activity 2……………………………………………………………....page 6-7
Activity 3………………………………………………………………page 7
Activity 4………………………………………………………………page 7-8
Part 2………………………………………………………………….page 8

4. Task 4………………………………………………………………………8-10

Question 1……………………………………………………………...page 8
Question 2………………………………………………………………page 9
Question 3………………………………………………………………page 9
Question 4………………………………………………………………page 9-10
Question 5………………………………………………………………page 10
References…………………………………………………....................page 11
TASK 1

Ask the following questions:

1. Difference between STM and LTM

STM, or Short-Term Memory, is a type of temporary storage system that stores

data for brief intervals of time, typically 15–30 seconds. It has a limited capacity; it can
typically hold roughly 7±2 items at once. The conscious processing of information is a
key component of STM, which is mainly utilized for immediate recall tasks.

On the other hand, information stored in Long-Term Memory (LTM) can last
anywhere from a few minutes to a lifetime. All of the knowledge that you
can access and utilize later is stored in LTM, which appears to have an infinite capacity.

2. Teaching Recommendations to Favour the Development of LTM

1. Spaced Repetition: Instead of cramming, promote frequent review sessions

spaced out over time. This method facilitates the consolidation of information
into LTM and strengthens neural connections.

2. Elaborative Rehearsal: Use elaboration techniques, analogies, or connections

to existing knowledge to promote deep processing when
teaching new material. This facilitates meaningful encoding of data, which
facilitates storage and retrieval.

3. Difference between Declarative and Procedural Knowledge

The term "Declarative knowledge" describes facts and information that a person can
consciously remember and express, like "knowing that" something is true.
Semantic memory (fact knowledge) and episodic memory (personal experiences) are
two common divisions.

Procedural Knowledge refers to skills and procedures that can be carried

out automatically and usually don't call for conscious thought. This kind of knowledge is
about "knowing how" to perform a task, like using a keyboard or riding a bike.4.
Components of Declarative Knowledge

4. The components of declarative knowledge include:

 Semantic memory is the general knowledge of the world that
is unrelated to individual experiences. This encompasses vocabulary, concepts,
and facts.
 Episodic Memory: Individual experiences and particular occurrences that are
preserved in relation to time and place.5. Knowledge Developed When
Teaching Grammar Rules.

5. Knowledge Developed When Teaching Grammar Rules

The goal of teaching grammar rules is to foster declarative knowledge, particularly

in the semantic memory component. The language's structures and rules are taught to
students, who can then consciously remember and use them.

6. Type of Knowledge Developed When Writing a Composition

The main knowledge that a student gains from writing a composition is

procedural. This is due to the fluid and automatic way in which grammar,
vocabulary, sentence structure, and stylistic elements are applied when writing.
Although they utilize their declarative knowledge of grammar rules and
vocabulary, the process of structuring and articulating ideas in writing
is primarily procedural since it entails applying learned
skills fluidly without giving each component conscious thought.
TASK 2

After examining naiman's methods, he put forth a different classification system that
includes five major categories of learning strategies, each of which focuses on a
different facet of language acquisition.

The techniques utilised are related to the activity's point:

Since it involves writing frequently and reading what you expect to write frequently, the
first question, "Do you write words in list?" has to do with learning to write.

In relation to the techniques of sound acquisition, the second question, "Do you speak
a new word aloud when you hear it?" involves listening intently, taking aloud, including
role-playing, and repeating aloud after a teacher, a native speaker, or a tape.

In the third, fourth, and fifth points, vocabulary techniques are discussed, including
creating and memorizing charts, learning words in context, learning words that
are related, using new words in phrases, using a dictionary
when needed, and keeping a notebook to record new information.

The sixth question, "Do you learn five words a day?" has to do with learning to
read, which entails reading daily.

"Do you underline new words?" is the seventh point, and it has to do with vocabulary
in terms of learning words in context and keeping a notebook
to record new words or items.

"Do you see what other words go with a new word?" is the eighth point, and it has to do
with learning writing techniques and reading familiar material.
"Do you practice the spelling of new words?" is the ninth and final question. It has to do
with learning to communicate, asking for help when you need it, and not being scared
to make mistakes.

TASK 3

ACTIVITY 1

 What level of English proficiency is the activity aimed at? Personally, I think
that elementary school students are the target audience for this activity.

 What age group(s) would the activity be suitable for? I believe this activity would
be suitable for students in the age range of 16-18

 What type of English course do you think it comes from? The source of this
task would be a general English text.

 What type of strategy/strategies is/are being developed with this activity?

cognitive strategy

ACTIVITY 2

 What level of English proficiency is the activity aimed at? This activity is aimed
for intermediate students.

 What age group(s) would the activity be suitable for? I believe this activity would
be suitable for students in the age range of 18-20

 What type of English course do you think it comes? general English

 What type of strategy/strategies is/are being developed with this activity?

 Metacognitive strategy

ACTIVITY 3

 What level of English proficiency is the activity aimed at? Personally, I think
that elementary school students are the target audience for this activity.

 What age group(s) would the activity be suitable for? I think students in the 16-
18 age range would benefit from this activity.

 What type of English course do you think it comes from? General English

 What type of strategy/strategies is/are being developed with this activity?

Cognitive strategy.
ACTIVITY 4

 What level of English proficiency is the activity aimed at? Personally, I think
that advanced students are the target audience for this activity.

 What age group(s) would the activity be suitable for? 20-22

 What type of English course do you think it comes from? general English

 What type of strategy/strategies is/are being developed with this activity? Social
strategy.

Part 2: It has been claimed that, in general, metacognitive and cognitive strategies
receive much more attention in EFL materials than other types of strategies (Hajer,
Meestringta, Park and Oxford 1996: 128). Why do you think that this is so? Is the
claim borne out by the materials which we have looked at in this task?

The claim that metacognitive and cognitive strategies receive more attention in EFL
materials than other types of strategies is, in my opinion, usually supported by the
perception that these strategies can accelerate language acquisition
and by their alignment with cognitive psychology concepts. It is believed that
providing EFL students with explicit instruction in metacognitive strategies will
improve their vocabulary development, reading comprehension,
and overall language acquisition.

Why do I think so:

Cognitive Psychology Alignment: Metacognition and cognitive strategies are based on

cognitive psychology, which highlights the importance of mental processes like
planning, monitoring, and evaluating in learning.

Effectiveness in Language Learning: Studies have shown that

metacognitive strategies can enhance a variety of language learning skills,
including vocabulary acquisition, writing proficiency, and reading comprehension.

Easier to Implement: When presented in this way, metacognitive and cognitive

strategies are easily understood and applied by both teachers and students.
Is the claim borne out by the materials which we have looked at in this task?

I would say yes because most of the activities in

this particular task encourage the application of cognitive and metacognitive
strategies for the advancement of English learning.

TASK 4

Read Reading 3.2 (in your study materials), which describes Goh's study, and then
answer the following questions. Remember that your answers must be in your own
words.

Question 1. Why does Goh think it is important for teachers to understand what
their students know about listening?

Because it fosters greater metacognitive awareness in students and gives teachers

insights into how their students understand listening to make instruction more effective,
personalized, and motivating.
Question 2. What exactly are 'person knowledge', 'task knowledge' and
'strategic knowledge'? these concepts are essential components that
contribute to effective learning and study practices.

Person knowledge. This speaks to a person's awareness of their own learning

preferences, motivations, and areas of strength and weakness. It involves self-
awareness regarding the methods that suit an individual's learning style the best.

Task knowledge. This kind of knowledge entails being aware of the prerequisites
for various learning assignments. It includes understanding what is required to be
successful in different situations, like differentiating between the demands of a
project, test, or daily tasks.

Strategic knowledge. The term "strategic knowledge"

describes the methods and approaches that students are able to use
successfully to accomplish their
learning objectives. It encompasses both metacognitive (such as organizing,
planning, and assessing one's own learning processes) and cognitive (such
as summarizing, organizing, and questioning) strategies.

Question 3. How much awareness did Goh's students seem to have for each
of these types of knowledge?

When it comes to Person Knowledge, based on students on some student’s

feedback, we could tell lower understanding regarding the listening and speaking
skills, though they could understand something.

Regarding Task Knowledge, the students had a strong awareness of the

general factors influencing listening comprehension. They
consciously contrasted listening to Chinese and English and articulated clear
opinions regarding the value of various forms of practice input.

Strategic Knowledge. Students showed a thorough understanding of

learning strategies that can help them
understand and advance their education. They employed both bottom-up and top-
down processing techniques.

Question 4. Why does Goh think that listening diaries are useful?

The students' high level of metacognitive awareness was revealed by their listening
diaries. They held particular opinions about the elements that could improve or
hinder their listening comprehension, and they were aware of the demands of
listening to English as well as their own learning process. They were therefore able
to express their theories regarding learning to listen in a foreign language in
addition to being able to observe cognitive processes in their listening. They
accomplished all of this, in my opinion, because journaling gave them the ideal
motivation to consider what they had heard.
 Question 5. How useful would listening diaries be for a group of students
with which you are familiar?

My students are between the age rage of 17 to 19 years old and are in their first year of
at the university.

Diaries can help students reflect on their own listening and think about how to improve
it. The pedagogical applications are more extensive, though, as students can be given
the chance to share their ideas and opinions with one another. They also develop
independent learning skills like planning, monitoring, and decision-making skills for
listening. The capacity to make decisions for their learning will create a self-regulated
learning

REFERENCES :
 Chen, M. (2014). Age Differences in the Use of Language Learning
Strategies. English Language Teaching 7 (2), 144-151
 Cohen, A. D. (2011). Strategies in learning and using a second language.
Nueva York. Pearson Education limited.
 Cohen, A.D, (2011). L2 Learner Strategies. En E.Hinkei (Ed), Handbook
of research in Second Language Teaching and Learning.