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Strategy Training (strategy + training)

Distribution by Scientific Domains
Humanities and Social Sciences100%

Selected Abstracts

Cooperative Strategy Training and Oral Interaction: Enhancing Small Group Communication in the Language Classroom

MODERN LANGUAGE JOURNAL, Issue 2 2006
DIANE NAUGHTON
This study focused on the effect of a cooperative strategy training program on the patterns of interaction that arose as small groups of students participated in an oral discussion task. The underlying assumption was that students could be taught to engage with each other and with the task in a way that would foster the creation and exploitation of learning opportunities. Intact classes were randomly assigned to the experimental or control condition, and triads from within each group were videotaped at the beginning and end of the experimental intervention. Data taken from the videotapes were analyzed in order to measure changes in overall participation, strategic participation, and the use of the individual strategies included in the program. The pretest showed that prior to strategy training, interaction patterns frequently did not reflect those interactions deemed important for language acquisition as identified within both traditional second language acquisition (SLA) and sociocultural research. The posttest revealed, however, that the strategy training program was largely successful in encouraging students to engage in these types of interactional sequences. [source]

Cultures and Comparisons: Strategies for Learners

FOREIGN LANGUAGE ANNALS, Issue 3 2005
Sandra J. Savignon
Abstract: This article suggests a set of strategies for developing the sociocultural competence of language learners. These strategies extend the notion of coping strategies, or strategic competence (Savignon, 1972, 1983, 1997), to include the intercultural dimension articulated in current goals for U.S. world language education. Adopting the integrative, communicative perspective of language development reflected in the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999), this article offers classroom strategies for teaching and learning with particular reference to the goal areas of "cultures" and "comparisons." This proposal is grounded in a theory of language inseparable from culture,one that views ability in both a first language (L1) and subsequent languages as the result of socialization and the language classroom as a site of exploration in the development of communicative competence. Suggestions for classroom implementation of strategy training are supported by classroom research (Savignon & Sysoyev, 2002). [source]

Cooperative Strategy Training and Oral Interaction: Enhancing Small Group Communication in the Language Classroom

MODERN LANGUAGE JOURNAL, Issue 2 2006
DIANE NAUGHTON
This study focused on the effect of a cooperative strategy training program on the patterns of interaction that arose as small groups of students participated in an oral discussion task. The underlying assumption was that students could be taught to engage with each other and with the task in a way that would foster the creation and exploitation of learning opportunities. Intact classes were randomly assigned to the experimental or control condition, and triads from within each group were videotaped at the beginning and end of the experimental intervention. Data taken from the videotapes were analyzed in order to measure changes in overall participation, strategic participation, and the use of the individual strategies included in the program. The pretest showed that prior to strategy training, interaction patterns frequently did not reflect those interactions deemed important for language acquisition as identified within both traditional second language acquisition (SLA) and sociocultural research. The posttest revealed, however, that the strategy training program was largely successful in encouraging students to engage in these types of interactional sequences. [source]

Sociocultural Strategies for a Dialogue of Cultures

MODERN LANGUAGE JOURNAL, Issue 4 2002
Sandra J. Savignon
There is often a lack of learner opportunity for beyond-the-classroom interaction in school foreign language programs. This lack of opportunity places learners at considerable disadvantage when confronted with the inevitable psychological, linguistic, and sociocultural obstacles in second language communication (Savignon, 1972, 1983, 1997; Sysoyev, 1999a, 2001). In this article, we report the findings of a study that attempted to operationalize the concept of sociocultural competence for classroom learners and explore the benefit to learners of explicit training in strategies for coping with certain social and cultural situations. The goal of our study was to promote learners' sociocultural competence with a view to preparing them for a dialogue of cultures (Bakhtin, 1981, 1986; Bibler, 1991) essential to intercultural communication. Our report includes 3 sections: (a) a taxonomy of sociocultural strategies, (b) the description of a method of explicit strategy training developed for use in a Russian high school English as a foreign language (EFL) program, and (c) the outcome of an experimental program in explicit instruction in sociocultural strategies with a class of 11th grade EFL learners. [source]