| 000 -LEADER |
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10933cam a2200769 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
598743 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190922142433.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
960925s1989 at b 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0858379554 (Teacher's book) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(Sirsi) AYD-9869 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
0029-65860 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)37070298 |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC) |
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| Classification number |
sy |
| 100 10 - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Willing, Ken |
| 245 10 - TITLE STATEMENT |
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| Title |
Teaching How to Learn : |
| Remainder of title |
Learning Strategies in ESL : A Teachers Guide / |
| Statement of responsibility, etc. |
Ken Willing. |
| 260 0# - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Sydney, NSW : |
| Name of publisher, distributor, etc. |
National Centre for English Language Teaching and Research, |
| Date of publication, distribution, etc. |
1989. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
ix, 151 p. : |
| Other physical details |
ill. ; |
| Dimensions |
30 cm. |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
National Centre for English Language Teaching and Research |
| 500 ## - GENERAL NOTE |
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| General note |
Vol. 4 in the National Centre for English Language Teaching and Research Series. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Bibliography: p. 147-151. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"This handbook is designed to assist teachers in developing the learning strategies of their learners. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
It deals with theoretical aspects of learning strategies and cognitive styles. As well, it provides many practical ideas which teachers can use to help their learners identify their own existing learning strategies, to develop these, and adopt new ways of managing their own learning." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
TABLE OF CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART I MANAGING THE LEARNING PROCESSES<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Strategy One: having an understanding of your own language learning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
A: for teachers<br/> |
| Title |
1. Aim: to assess your learning preferences<br/> |
| -- |
2. Aim: teacher discussion of their understanding of learning how to learn<br/> |
| -- |
3. Aim: teacher discussion on the concept of cognitive style<br/> |
| -- |
4. Aim: to consider the best language learners' strategies<br/> |
| -- |
5. Aim: to consider the learning styles of AMES clients<br/> |
| -- |
6. Aim: to consider teachers' cultural background and learning style<br/> |
| -- |
7. Aim: to discuss the management of learner interviews<br/> |
| -- |
8. Aim: to identify strategies which are build into materials<br/><br/> |
| -- |
9. Aim: do an analysis of class activities (to be done preferably with the co-operation of another teacher, or an in-service activity with a group of teachers)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
B: for learners<br/> |
| Title |
1. Aim: to symbolize the learning process<br/> |
| -- |
2. Aim: to help learners describe themselves<br/> |
| -- |
3. Aim: to increase learners' awareness of their learning preferences<br/> |
| -- |
4. Aim: to stimulate discussion of sensory inputs in language learning<br/> |
| -- |
5. Aim: to elicit information on attitudes and learning<br/> |
| -- |
6. Aim: to elicit information on how learners like to learn English<br/> |
| -- |
7. Aim: to elicit information on how learners like to learn English in class<br/> |
| -- |
8. Aim: to elicit learner preferences on classroom activities<br/> |
| -- |
9. Aim: student profiles: a wall-chart<br/> |
| -- |
10. Aim: interviewing each other<br/><br/> |
| -- |
11. Aim: to increase learner awareness of the learners process<br/> |
| -- |
12. Aim: to stimulate learner conversations on learning style<br/> |
| -- |
13. Aim: to encourage learners to speak and write more formally about their learning preferences<br/> |
| -- |
14. Aim: to help learners assess their learning styles AMES Learning Styles Inventory<br/> |
| -- |
15. Aim: to assist learners become more aware of different ways of learning English<br/> |
| -- |
16. Aim: to promote discussion on different ways of learning<br/> |
| -- |
17. Aim: to increase learner awareness of the purposes of learning activities<br/> |
| -- |
18. Aim: to increase learner awareness of senses of language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Strategy Two: Making Learning Plans <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
A: for teachers |
| Title |
1. Aim: to investigate learners' individual learning strategies<br/> |
| -- |
2. Aim: to investigate learners' individual learning strategies<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
B: for learners <br/> |
| Title |
1. Aim: to advise other language learners on learning strategies<br/> |
| -- |
2. Aim: to encourage learners to consider a range of learning strategies<br/> |
| -- |
3. Aim: to think of helpful learning strategies<br/> |
| -- |
4. Aim: to aid learners' conceptualization of learning strategies<br/> |
| -- |
5. Aim: to elicit information on learners' use and need for English<br/> |
| -- |
6. Aim: to find out how learners learn English outside the classroom<br/> |
| -- |
7. Aim: to find out how individual learners learn best<br/> |
| -- |
8. Aim: to elicit information on learners' study methods<br/> |
| -- |
9. Aim: to increase learners' awareness of different approaches to learning English<br/> |
| -- |
10. Aim: to increase learner awareness of different learning strategies<br/> |
| -- |
11. Aim: to give learners advice on determining their own preferred learning styles<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Strategy Three: Managing Communicative Situations for Learning Purposes <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A: for teachers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
B: for learners <br/> |
| Title |
1. Aim: to increase teachers' awareness of their communication strategies<br/> |
| -- |
2a. Aim: to increase learners' awareness of strategies they can use to improve their speaking and listening<br/> |
| -- |
2b. Aim: to increase learners' awareness of strategies to improve their speaking and listening<br/> |
| -- |
3. Aim: to increase learners' knowledge of 'helping' strategies<br/> |
| -- |
4. Aim: to help learners initiate contact<br/> |
| -- |
5. Aim: to help learners clarify potential misunderstandings<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Strategy Four: Practising<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
A: for teachers <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
B. for learners <br/> |
| Title |
1. Aim: to give learners' an opportunity to review and develop their use of language in real situations<br/> |
| -- |
2a. Aim: to encourage learners' use of English outside the classroom<br/> |
| -- |
2b. Aim: to help learners practise new words<br/> |
| -- |
3. Aim: to help learners become confident in their use of language in a specialized field<br/> |
| -- |
4. Aim: to demonstrate resources learners can use outside the classroom to help them practise English<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Strategy Five: Monitoring or Evaluating <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A: for teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
B: for learners<br/> |
| Title |
1. Aim: to encourage learners to reflect on their production of language to become more independent as learners<br/> |
| -- |
2. Aim: to encourage learners to reflect on their production of language to become more independent as learners<br/> |
| -- |
3. Aim: to encourage learners to monitor their own use of English<br/> |
| -- |
4. Aim: to encourage learner monitoring of language development<br/> |
| -- |
5. Aim: to encourage learners to monitor their own language development<br/> |
| -- |
6. Aim: to encourage learners to think more widely about activities which will help language development<br/> |
| -- |
7. Aim: to enable learners seeking accuracy in language use to monitor this development<br/> |
| -- |
8. Aim: to assist 'stabilized' learners with self-assessment and their continued language development<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART II MANAGING INFORMATION<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Strategy Six: Selectively Attending<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A: for teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
B: for learners<br/> |
| Title |
1a Aim: to develop learners' ability to listen for certain features<br/> |
| -- |
1b Aim: to develop learners' ability to attend selectively to language texts or input<br/> |
| -- |
1c Aim: to increase learners' abilities to attend selectively<br/> |
| -- |
2 Aim: to to develop learners' ability to read for key words and develop confidence in using authentic materials such as newspapers. First steps in inferencing<br/> |
| -- |
3 Aim: to selectively attend to meaning and form and encourage learners to attend first to meaning and then to form when time permits<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Strategy Seven: Associating<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A: for teachers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
B: for learners<br/> |
| Title |
1a Aim: (i) to enable learners to acquire more vocabulary<br/>(ii) to enable learners to focus on systems for learning vocabulary<br/> |
| -- |
1b Aim: to visual, contextual links to assist learners to learn vocabulary and to assist teachers to work with the learners on the vocabulary<br/> |
| -- |
2 Aim: to explore learners' strategies for learning vocabulary<br/> |
| -- |
3 Aim: to help learners learn or revise groups of words<br/> |
| -- |
4 Aim: (i) to help learners learn vocabulary in context, and to reinforce that by association<br/>(ii) to practise listening skills<br/> |
| -- |
5 Aim: to increase learner awareness of common word combinations and to draw on their knowledge of English word associations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Strategy Eight: Categorizing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A: for teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
B: for learners<br/> |
| Title |
1 Aim: to develop learners' skills in categorizing and remembering words<br/> |
| -- |
2 Aim: to categorizing items at the supermarket<br/> |
| -- |
3 Aim: to revise vocabulary through word categorization<br/> |
| -- |
4a Aim: to develop skills in categorizing words and increase knowledge of the environment<br/> |
| -- |
4b Aim: to develop skills in categorizing and increase learners' knowledge about each other<br/> |
| -- |
5 Aim: to develop skills in categorizing information<br/> |
| -- |
6a Aim: to develop skills in recognizing categories which are effective real-life reading (advertising in the newspaper)<br/> |
| -- |
6b Aim: to classify TV programmes<br/> |
| -- |
7 Aim: to encourage learners to categorize words and events<br/> |
| -- |
8 Aim: to encourage learners to categorize words and events to aid comprehension and recall<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Strategy Nine: Pattern-Learning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A: for teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
B: for learners<br/> |
| Title |
1 Aim: to assist learners in observing language patterns and regularities<br/> |
| -- |
2 Aim: to observe language patterns in tenses, systematize them and create rules<br/> |
| -- |
3 Aim: to give learners the opportunity to notice common elements, systematize then by crating rules and generalize the rules to other instances<br/> |
| -- |
4 Aim: to observe patterns in register and build-rules from these patterns<br/> |
| -- |
5 Aim: to observe and analyse patterns in tenses, to create rules and experiment with these in practice<br/> |
| -- |
6 Aim: to looking for spelling 'rules'<br/> |
| -- |
7 Aim: to help students perceive patterns in linking structures in discourse through sequencing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Strategy Ten: Inferencing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A: for teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
B: for learners<br/> |
| Title |
1 Aim: to help learners use non-verbal clues to determine meaning<br/> |
| -- |
2 Aim: to enable learners to predict events from an incident<br/> |
| -- |
3a Aim: to help learners guess meanings from the context<br/> |
| -- |
3b Aim: guessing meanings from the situation <br/> |
| -- |
4 Aim: to help learners guess content<br/> |
| -- |
5 Aim: to give learners practice in listening comprehension through inferencing<br/> |
| -- |
6 Aim: to use learners' knowledge of the world and the language to predict language appropriate to a given context<br/> |
| -- |
7 Aim: to predict words and meaning by using visual clues and key words<br/> |
| -- |
8 Aim: to help learners predict sequence of events using linguistic clues<br/> |
| -- |
9 Aim: to develop learners' inferencing ability<br/> |
| -- |
10 Aim: to construct a story from key words<br/> |
| -- |
11 Aim: to develop learners' skills in hypothesis-testing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Bibliography<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| Geographic subdivision |
Australia |
| General subdivision |
Foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Composition and exercises |
| -- |
Study and teaching |
| Geographic subdivision |
Australia. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Adult learning |
| General subdivision |
Study and teaching |
| Geographic subdivision |
Australia. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Study skills |
| General subdivision |
Study and teaching. |
| 710 20 - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
National Centre for English Language Teaching and Research (Australia) |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
