Language Learning Strategies Instruction and Language Use Applied to Foreign Language Reading and Writing

Language Learning Strategies Instruction and Language Use Applied to Foreign Language Reading and Writing: "Language Learning Strategies Instruction and Language Use Applied to Foreign Language Reading and Writing: A Simplified 'Menu' Approach


Language Learning Strategies Instruction and Language Use Applied to Foreign Language Reading and Writing: A Simplified "Menu" Approach

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Anthony S. Rausch
Faculty of Education
Hirosaki University
Aomori, Japan
Introduction
Extensive investigation has shown the importance of language learning strategies in making language learning more efficient and in producing a positive effect on learners' language use (Wenden and Rubin, 1987; O'Malley and Chamot, 1990; Chamot and O'Malley, 1994; Oxford, 1996, Cohen, 1998). With that in mind, the development of effective means of accommodating both language learning strategies instruction and actual language use is an increasingly important focus of research and inquiry, one with implications for foreign language reading and writing. I believe that the fullest potential for language learning strategies ultimately lies in self accessible instructional materials supporting autonomous strategy use. In this article, I will outline one possible way of addressing language learning strategies instruction and language use through what I have called a "Menu Approach". I will begin by considering the importance of a learning orientation and learner autonomy, both essential for effective learning strategy use. I will then introduce a model for Simplified Language Learning Strategies (SLLS). Then, after considering two important points relevant to strategies instruction and language use, I will introduce in a menu-like form what I call the SLLS Menu Approach, an approach to mastering language learning strategies that encourages autonomy but remains accessible to the learner in a manner which can complement existing university-level Japanese foreign language curriculums with direct reference to foreign language reading and writing.


Learning and Autonomy
An important part of mastering a foreign language is mastering learning. Mastery of the fundamentals of learning is not only important in aiding language learners in (1) consolidating vocabulary, (2) acquiring basic structures, and (3) accumulating the necessary linguistic and communication skills, but (4) such mastery of learning skills puts the learner in active control of their own learning processes. The process of becoming sucessful at learning nurtures learners who are autonomous and seek individualized approaches to specific learning objectives. An approach which includes conscious consideration of the process of learning as well as a mastery of typical language syllabus content contributes not only to more effective mastery of that specific content in the traditional educational setting. It also helps lead to the development of lifelong learners, be that in language learning or some other area of interest that requires metacognition.

It must be added, however, that culture and practice have been found to exert a significant influence on the development of such an orientation to learning (Oxford, 1996). In Japan, cultural beliefs that in part dictate and educational practices that reinforce a teaching-centered orientation rather than a learning orientation might be viewed as important factors that diminish motivation as they reduce learner autonomy. A perceived lack of student motivation toward learning, along with the desire on the part of many Japanese students to receive and absorb in a passive manner knowledge provided by teachers, are typically offered as major obstacles to effective learning in Japan (see, for example, Dadour and Robbins, 1996).


A Model for Simplified Language Learning Strategies
The concept of "learning strategies" is based in part on cognitive learning theory, in which learning is seen as an active, mental, learner-constructed process. A seminal definition of language learning strategies was developed by Rebecca Oxford (1990), and is described as specific, self-directed steps taken by learners to enhance their own learning. The most comprehensive language learning strategy scheme, the Strategy Inventory for Language Learning (SILL), developed by Oxford, separates strategies into two strategy orientations and six strategies groups: (1) a direct learning orientation, consisting of (a) memory, (b) cognitive, and (c) linguistic deficiency compensation strategy groups, and (2) an indirect learning orientation, consisting of (a) metacognitive, (b) affective, and (c) social strategy groups.

The direct learning orientation strategies involve the identification, retention, storage, or retrieval of words, phrases, and other elements of the target language. The indirect strategies concern the management of the learning and include such activities as: needs assessment, activities planning and monitoring, and outcome evaluation. The indirect strategies also involve aspects that aid the learner in regulating emotions, motivation, and attitudes. These include routines for self-encouragement and the reduction of anxiety, and those which address the actions learners take in order to communicate with others, such as asking questions for clarification and cooperating with others in communication.

Each of these six strategy groups can be further subdivided, with the end result being a compendium of 60 specific strategies. Oxford's model outlines a comprehensive, multi levelled, and theoretically well-conceived taxonomy of language learning strategies. This taxonomy usefully encompasses a continuum of strategies, from affective personal management and general approaches to basic learning to specific language learning, memory, and communicative techniques. However, in keeping with the practical objective of autonomous learning strategies instruction and learner use, Cohen (1995) suggests that there is a need for greater care in specifying learning strategies on the basis of what is relevant for the given learner in the given learning circumstance. Thus, as a means of increasing accessibility and ease of use by learners and teachers alike, simplification of the language learning strategies model is important, desirable, and justifiable.

In order to make Oxford's model easier for teachers and learners to understand and use, I have simplified the terminology and reduced and clarified the options. I have done this by eliminating extraneous options, simplifying the terminology, and reorganizing the internal relational logic of the model's hierarchy. Such adjustments are necessary in order for learners to be able to understand better the overall model, as well as to be able to orient themselves in the overall scheme of the strategies scheme and to select appropriate strategies accordingly.

The hierarchical order of the scheme is from indirect to direct, grouped under the headings of management, learning, memory and communication. This model then becomes an integral part of the SLLS Menu Approach. The materials that learners might use in this simplified `menu' include specific descriptions and explanations, instructions for and examples of use, and exercises for specific strategies. See Table 1 below for a more holistic presentation of the simplified model.

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