Strategies for Oral Interaction and Learning.

Autor/in	Shaw, A. M.
Titel	Strategies for Oral Interaction and Learning.
Quelle	In: MEXTESOL Journal, 7 (1983) 1, S.58-74 (18 Seiten)Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Cognitive Style; Educational Strategies; Learning Processes; Listening Skills; Second Language Instruction; Speech Communication; Speech Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lehrstrategie; Learning process; Lernprozess; Fremdsprachenunterricht; Mündliche Leistung; Sprachfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Communication strategies are defined and a brief inventory of strategies for learning and oral interaction in a foreign language instruction setting is provided. Learning strategies are viewed as methods for exploiting available information to increase the efficiency of second language learning. The integration of learning strategies into the different elements of a language learning system is examined. Listening strategies may involve formulation of questions and hypotheses, hypothesis testing, inferencing, organizing information, extracting the main information required, active checking, and directly requesting specific information. Speaking strategies may involve use of the monitor, formal reduction, and functional reduction. If teachers and students are to become more aware of these speaking and listening strategies, the strategies will have to become incorporated into both the class objectives and the teaching activities. In a course where the development of communicative strategies is a major objective, it is necessary to evaluate these objectives. Specifically, linguistic, sociolinguistic, and strategic competence should be assessed. It is concluded that while teaching communication strategies will benefit the student, learning strategies need to include a proper respect for the precise understanding of linguistic signals and systems. (RW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01