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INTRODUCTION
INTRODUCTION
INTRODUCTION
The Oxford Language Learning Strategy Model begins with letting the learners on
completing a language task without any instructional clues. Instead of providing learners with
learning strategies at the beginning of the learning session, this is done to enable learners
explore and decide whether they already have any learning strategies that suit them or not.
Apart from that, Richards & Renandya (2008) supported the statement as they believed
second language learners are capable in stretching beyond their learning style to use a
variety of valuable second language-learning strategies and move beyond their normal
learning strategies. R. L. Oxford (2003) added, it is imprudent to think that a single
language-learning strategies could suit an entire class which a big range of learning
preferences. Thus, instead of selecting and providing, thus limiting the learners with one
learning strategies at the beginning of the learning, it would be better to employ method
where learners are required to complete a language task without an instructional instructions.
When the learners are facing issues or difficulties in learning the second language,
the teacher steps in by giving suggestions of helpful learning strategies that are suitable for
them to achieve their learning goals. This second step in Oxford’s Language Learning Model
is appropriate for the current Malaysian second language learners where learners are
encouraged to select strategies appropriate to their own stage of learning, personality, age,
goals of learning (Oxford & Nyikos 1989). When suggesting and demonstrating other helpful
strategies, teachers need to mention the need for greater self-direction and expected
benefits to ensure that the students are aware of the rationale for strategy use (Liu 2010).
This is to encourage the autonomous learning in second language. The autonomous
language learner are able to be responsible for the totality of his or learning (Holec & Council
of Europe. 1981). It also discourage total dependency on the teacher when learning second
or foreign language.
The last step in Oxford Language Learning Strategy Model (1990) is to help students
understand how to evaluate the success of their strategy use and to gauge their progress as
more responsible and self-directed learners. A given strategy is neither good nor bad and it
is essentially neutral until the context of its use is thoroughly considered. A strategy is useful
if the strategy relates well to the degree or another and the student employs the strategy
effectively and links it with other enjoyable, ore self-directed, more effective, and more
transferable to new situations (Oxford, 1990). Learning strategies can also enable students
to become more independent, autonomous, lifelong learners. (Allwright, 1990; Little, 1991).
Yet students are not always aware of the power of consciously using L2 learning strategies
for making learning quicker and more effective (Nyikos & Oxford, 1993). Thus, skilled
teachers may help their students in order to develop an awareness of learning strategies and
enable them to use a wider range of appropriate strategies.
REFERENCES
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