Vol. 4 in the National Centre for English Language Teaching and Research Series.

Bibliography: p. 147-151.

"This handbook is designed to assist teachers in developing the learning strategies of their learners.

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)

TABLE OF CONTENTS

Introduction

PART I MANAGING THE LEARNING PROCESSES

Strategy One: having an understanding of your own language learning

A: for teachers
1. Aim: to assess your learning preferences
2. Aim: teacher discussion of their understanding of learning how to learn
3. Aim: teacher discussion on the concept of cognitive style
4. Aim: to consider the best language learners' strategies
5. Aim: to consider the learning styles of AMES clients
6. Aim: to consider teachers' cultural background and learning style
7. Aim: to discuss the management of learner interviews
8. Aim: to identify strategies which are build into materials

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)

B: for learners
1. Aim: to symbolize the learning process
2. Aim: to help learners describe themselves
3. Aim: to increase learners' awareness of their learning preferences
4. Aim: to stimulate discussion of sensory inputs in language learning
5. Aim: to elicit information on attitudes and learning
6. Aim: to elicit information on how learners like to learn English
7. Aim: to elicit information on how learners like to learn English in class
8. Aim: to elicit learner preferences on classroom activities
9. Aim: student profiles: a wall-chart
10. Aim: interviewing each other

11. Aim: to increase learner awareness of the learners process
12. Aim: to stimulate learner conversations on learning style
13. Aim: to encourage learners to speak and write more formally about their learning preferences
14. Aim: to help learners assess their learning styles AMES Learning Styles Inventory
15. Aim: to assist learners become more aware of different ways of learning English
16. Aim: to promote discussion on different ways of learning
17. Aim: to increase learner awareness of the purposes of learning activities
18. Aim: to increase learner awareness of senses of language

Strategy Two: Making Learning Plans

A: for teachers 1. Aim: to investigate learners' individual learning strategies
2. Aim: to investigate learners' individual learning strategies

B: for learners
1. Aim: to advise other language learners on learning strategies
2. Aim: to encourage learners to consider a range of learning strategies
3. Aim: to think of helpful learning strategies
4. Aim: to aid learners' conceptualization of learning strategies
5. Aim: to elicit information on learners' use and need for English
6. Aim: to find out how learners learn English outside the classroom
7. Aim: to find out how individual learners learn best
8. Aim: to elicit information on learners' study methods
9. Aim: to increase learners' awareness of different approaches to learning English
10. Aim: to increase learner awareness of different learning strategies
11. Aim: to give learners advice on determining their own preferred learning styles

Strategy Three: Managing Communicative Situations for Learning Purposes

A: for teachers

B: for learners
1. Aim: to increase teachers' awareness of their communication strategies
2a. Aim: to increase learners' awareness of strategies they can use to improve their speaking and listening
2b. Aim: to increase learners' awareness of strategies to improve their speaking and listening
3. Aim: to increase learners' knowledge of 'helping' strategies
4. Aim: to help learners initiate contact
5. Aim: to help learners clarify potential misunderstandings

Strategy Four: Practising

A: for teachers

B. for learners
1. Aim: to give learners' an opportunity to review and develop their use of language in real situations
2a. Aim: to encourage learners' use of English outside the classroom
2b. Aim: to help learners practise new words
3. Aim: to help learners become confident in their use of language in a specialized field
4. Aim: to demonstrate resources learners can use outside the classroom to help them practise English

Strategy Five: Monitoring or Evaluating

A: for teachers

B: for learners
1. Aim: to encourage learners to reflect on their production of language to become more independent as learners
2. Aim: to encourage learners to reflect on their production of language to become more independent as learners
3. Aim: to encourage learners to monitor their own use of English
4. Aim: to encourage learner monitoring of language development
5. Aim: to encourage learners to monitor their own language development
6. Aim: to encourage learners to think more widely about activities which will help language development
7. Aim: to enable learners seeking accuracy in language use to monitor this development
8. Aim: to assist 'stabilized' learners with self-assessment and their continued language development

PART II MANAGING INFORMATION

Strategy Six: Selectively Attending

A: for teachers

B: for learners
1a Aim: to develop learners' ability to listen for certain features
1b Aim: to develop learners' ability to attend selectively to language texts or input
1c Aim: to increase learners' abilities to attend selectively
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
3 Aim: to selectively attend to meaning and form and encourage learners to attend first to meaning and then to form when time permits

Strategy Seven: Associating

A: for teachers

B: for learners
1a Aim: (i) to enable learners to acquire more vocabulary
(ii) to enable learners to focus on systems for learning vocabulary
1b Aim: to visual, contextual links to assist learners to learn vocabulary and to assist teachers to work with the learners on the vocabulary
2 Aim: to explore learners' strategies for learning vocabulary
3 Aim: to help learners learn or revise groups of words
4 Aim: (i) to help learners learn vocabulary in context, and to reinforce that by association
(ii) to practise listening skills
5 Aim: to increase learner awareness of common word combinations and to draw on their knowledge of English word associations

Strategy Eight: Categorizing

A: for teachers

B: for learners
1 Aim: to develop learners' skills in categorizing and remembering words
2 Aim: to categorizing items at the supermarket
3 Aim: to revise vocabulary through word categorization
4a Aim: to develop skills in categorizing words and increase knowledge of the environment
4b Aim: to develop skills in categorizing and increase learners' knowledge about each other
5 Aim: to develop skills in categorizing information
6a Aim: to develop skills in recognizing categories which are effective real-life reading (advertising in the newspaper)
6b Aim: to classify TV programmes
7 Aim: to encourage learners to categorize words and events
8 Aim: to encourage learners to categorize words and events to aid comprehension and recall

Strategy Nine: Pattern-Learning

A: for teachers

B: for learners
1 Aim: to assist learners in observing language patterns and regularities
2 Aim: to observe language patterns in tenses, systematize them and create rules
3 Aim: to give learners the opportunity to notice common elements, systematize then by crating rules and generalize the rules to other instances
4 Aim: to observe patterns in register and build-rules from these patterns
5 Aim: to observe and analyse patterns in tenses, to create rules and experiment with these in practice
6 Aim: to looking for spelling 'rules'
7 Aim: to help students perceive patterns in linking structures in discourse through sequencing

Strategy Ten: Inferencing

A: for teachers

B: for learners
1 Aim: to help learners use non-verbal clues to determine meaning
2 Aim: to enable learners to predict events from an incident
3a Aim: to help learners guess meanings from the context
3b Aim: guessing meanings from the situation
4 Aim: to help learners guess content
5 Aim: to give learners practice in listening comprehension through inferencing
6 Aim: to use learners' knowledge of the world and the language to predict language appropriate to a given context
7 Aim: to predict words and meaning by using visual clues and key words
8 Aim: to help learners predict sequence of events using linguistic clues
9 Aim: to develop learners' inferencing ability
10 Aim: to construct a story from key words
11 Aim: to develop learners' skills in hypothesis-testing

Appendix

Bibliography