10. Useful Guidelines Language Learning Strategies The "Good Language Learner" According to research by Rubin (1975), the Good Language Learner: 1. is a willing and accurate guesser 2. has a strong drive to communicate 3. is often not inhibited 4. is prepared to attend to form 5. practises 6. monitors his own speech and the speech of others, and 7. attends to meaning. So what does this mean? Although this research is a bit dated and culture specific, we can still learn a few lessons from it. Language Learning Strategies Another researcher (Naiman et al. 1978) identified five major strategies for language learning: 1. active task approach (Good Language Learners actively involve themselves in the language learning task) 2. realisation of language as a system (Good Language Learners develop or exploit an awareness of language as a system) 3. realisation of language as a means of communication and interaction 4. management of affective demands (Good Language Learners realise initially or with time that they must cope with the affective demands made upon them by language learning and succeed in doing so) 5. monitoring of performance in the target language.
10. Useful Guidelines Language Learning Strategies The "Good Language Learner" According to research by Rubin (1975), the Good Language Learner: 1. is a willing and accurate guesser 2. has a strong drive to communicate 3. is often not inhibited 4. is prepared to attend to form 5. practises 6. monitors his own speech and the speech of others, and 7. attends to meaning. So what does this mean? Although this research is a bit dated and culture specific, we can still learn a few lessons from it. Language Learning Strategies Another researcher (Naiman et al. 1978) identified five major strategies for language learning: 1. active task approach (Good Language Learners actively involve themselves in the language learning task) 2. realisation of language as a system (Good Language Learners develop or exploit an awareness of language as a system) 3. realisation of language as a means of communication and interaction 4. management of affective demands (Good Language Learners realise initially or with time that they must cope with the affective demands made upon them by language learning and succeed in doing so) 5. monitoring of performance in the target language.
FR2040-FR204A%20and%20FR2041%20handbook%20SF%202014%20-2015%20final.docx