SECOND LANGUAGE TEACHING

LEARNING
PROCESS

Group 5

jenifer rose carreon Ishi mae marcilla

Ma. zina Patricia domins Ma. Fe manguilimotan
Jelyn lanit Lea may plandez

BSEDEN 3-1
Learners are able to:
01 02 03

Identify Integrate Display

learning learning appreciation to the
strategies in strategies to value of learner's
second the classroom independence in
language lesson and learning how to
teaching. tasks. learn.
 how many light bulbs are in the slides/presentation? At the end of discussion type
in the chat box the number of light bulbs you saw. The first five person who typed
the correct number of bulb are going to receive a special price
 StrategIES
Comes from the ancient greek word"strategia"
step or an action taken for the purpose of
winning a war.
A general plan or set of plans intended to
achieve something.
Are the mental and communicative procedures
learners use in order to learn and use
language.
Importance of Strategies
Help learners participate, connect, and Strategies are important for two reason
add excitement to the content being according to Rebecca Oxford.
delivered.
Help students to learn and to apply their - Strategies are tools for active, self-
knowledge to achieve their academic
directed, involvement which is essential
goals.
for developing communicative
Offers a greater sense of direction.
competence .

Help students begin to understand the - Learners who have develop learning
process of learning. strategies have a greater self confidence
and learn more effectively.
Key features of language learning strategies
By:rebecca oxford
1. Contribute to the main
2. Allow learners to 3. Expand the role
goal, communicative become more self-
4. Problem-oriented
competence of teachers.
directed,

6. Involve many 8. not always

5. Are specific actions aspects of the 7. Support learning
observable
taken by the learners. learner, not just the both directly and
cognitive. indirectly.

9. Often conscious 11. flexible 12. Are influenced by

10. can be taught
a variety of factors.
Domins, Ma. Zina Patricia R.

“The more I read, the

more I acquire, the more
certain I am that I know
nothing.”
― Voltaire
 Domins, Ma. Zina Patricia R.

learning strategies
DIRECT AND
INDIRECT
strategies
DIRECT STRATEGIES
According to Oxford (1990), direct strategies refer to “language
learning strategies that directly involve the target language and
require mental processing of the language.”

DIRECT STRATEGIES INVOLVE THREE SUBCATEGORIES OF

STRATEGIES:

1. Memory Strategies
2. Cognitive Strategies
3. Compensation Strategies
INDIrect strategies
“support and manage language learning without directly involving the
target language.”

INDIRECT STRATEGIES INVOLVE THREE SUBCATEGORIES OF

STRATEGIES:

1. Metacognitive Strategies
2. Affective Strategies
3. Social Strategies
A sample lesson:
Collect information on the learning preferences of the students in the class.

Create a pedagogical climate and set of expectations among the students about the level of commitment
and involvement.
A sample lesson:
A sample lesson:
 Aspects of
learning-how-to-learn
Jelyn Lanit
 THE CONTEXT AND
THE LEARNING PROCESS IN
ENVIRONMENT OF
GENERAL
LEARNING

DEALING WITH THE

LINGUISTIC SYSTEMS
MACROSKILLS
THE LEARNING
PROCESS IN GENERAL

It incorporate opportunities for

learners to focus on the on the
general aspects of learning and
being a learner.
 The Context and
Environment of
learning
Tasks that help learners develop a
reflexive attitude towards, and skills in
working in a variety of different modes,
including whole-class work, pair and
group work, individualized learning,
cooperative learning, self-access
learning, and learning beyond the
classroom.
 Dealing with the Macro skills

The tasks that are designed to

encourage learners to reflect on the
direct strategies they can use in
listening, speaking, reading, and
writing.
 LINGUISTIC SYSTEM

Can assist learners in approaches to

dealing with pronunciation,
vocabulary, grammar, and discourse.


DICTOGLOSS TECHNIQUE
typology of learning
strategies

jelyn lanit &

Ma. Fe manguilimotan
typology of learning strategies:

cognitive

Classifying Predicting

Taking
Notes

Inducing Concept
Mapping
typology of learning strategies:

cognitive
Inferencing Diagramming

Discriminating

Intrapersonal
Role-playing
cooperating
typology of learning strategies:

LINGUISTIC
Conversational
Patterns
Practicing Using Context

Summarizing Selective
Skimming
Listening
typology of learning strategies:

Personalizing

Affective
Self- evaluating

Reflecting

Creative Brain Storming

Encouraging Learner
independence
CARREON, JENIFER ROSE E.
Goal setting
Goal
- is a desired result that a person plans
and commits to achieve.

Goal Setting
-It involves the development of an action
plan designed to motivate a person or
group of individual towards a goal.
 Goal setting theory
Goal-setting theory is based on the premise that conscious goals affect
action. The theory states that clear, well-defined, and measurable goals
improve performance much more than vague objectives do.

Edwin A. Locke developed this theory in 1968 in his article, "Toward a Theory
of Task Motivation”.

Locke and Latham published work together in 1990 with their work “A Theory
of Goal Setting & Task Performance” stressing the importance of setting
goals that were both specific and difficult.
 5 Proven Ways Goal Setting is Effective
by: Locke and Latham’s
Locke and Latham also stated that there are five goal-setting
principles that can help improve your chances of success.

1. Clarity
2. Challenge
3. Commitment
4. Feedback
5. Task Complexity
The Importance and Value of Goal
Setting
(Elliot & McGregor, 2001):

Mastery Goal -is a

goal someone sets to accomplish or master

something such as “I will score higher in this event next time.”

Performance-approach goal -is a goal where someone tries to do

better than his or her peers. This type of goal could be a goal to look
better by losing 5 pounds or getting a better performance review.

Performance-avoidance goal -is a goal where someone tries to avoid

doing worse than their peers such as a goal to avoid negative feedback.
 why do we need to set a goal?
1. Provides A Clear Path To Success

2. Teaches Time Management & Preparedness

3. Increases Motivation

4. Measures Progress

5. Gives Focus & Purpose

6. Boosts Self-Confidence

7. Provides Challenges
types of goals
Short Term Goal
-is something you want to do in the near future. The near
future can mean today, this week, this month, or even this
year. Short term goal is something you want to accomplish
soon.

Long Term Goal

-Long-term goals are what you aim to achieve in the future
in your career and personal life. Long-term aims require a
significant amount of time to accomplish, usually a year or
more. This differs from short-term goals, which may be
achievable within weeks or months.
 smart goals
Your goal should be clear and specific, otherwise you won't be able to
s-pecific focus your efforts or feel truly motivated to achieve it.

Goals must be measurable, so that you can track your progress and stay
m- easurable motivated.

Goal needs to be realistic and attainable to be successful. In other words, it

a- ttainable should stretch your abilities but still remain possible.

This step is about ensuring that your goal matters to you, and that it also aligns
r- eLEVANT with other relevant goals.

Every goal needs a target date, so that you have a deadline to focus on and
t-imely something to work toward. This part of the SMART goal criteria helps to prevent
everyday tasks from taking priority over your longer-term goals.
Self assessment
and
evaluation
Lea May Plandez
Self-assessment and evaluation
Self-Assessment - allows individuals to reflect on their
knowledge, skills, strengths, and areas for
improvement.

Evaluation - involves systematically gathering evidence and

analyzing progress to determine the effectiveness of
learning and identify areas that need further
attention.
 Here’s an overview of
how self-assessment
and evaluation
contribute to the
Evaluation
learning process:

Make Adjustment
Self-assessment

Recieve Feedback
Set Realistic Learning
Goals
Enhance Motivation and
Monitor Progress Engagement
Learner's
choice
Ma. Fe Manguilimotan
 Why learner's choice
matters?
Student choice builds ownership in the learning.

Student choice allows students to display their

learning in the way that they feel best represents their
knowledge.

Student choice increases both engagement and

motivation
https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning
 Why learner's choice
matters?

According to Robert Marzano, “When given

choice by teachers, students perceive
classroom activities as more important.
Choice in the classroom has also been linked
to increases in student effort, task
performance, and subsequent learning”
https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning
 1. Tasks to perform
Marzano encourages 2. Ways to report
teachers to give choice in
the following: 3. Establishing their
own learning goals
 It is important that we encourage
learners to make choices so that
learners will develop independence.
 to conclude
In this chapter we've dealt with the learning process of the
learners, the nature of the strategies, introducing those
strategies in the classroom, and how this will all benefit the
learners in the long run. The learning process of the learners
really do depend on their choice on how they will learn the second
language, but on the other hand it also lies on us, educator/
future educators if we can integrate tasks that will help them
understand how they learn.
Thank You!
Any Question?