Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
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Issues raised in strategy instructions and possible implications for further research. A considerable number of issues emerge when teaching strategies associated with such problems as curriculum and text requirements, a shortage of time for strategy instruction, high risk tests and some learners’ irresponsibility for learning, large class size, less administrative support, teachers’ lack of knowledge about language learning strategy instructions [34]. How to integrate cognitive, metacognitive, and social-affective strategies into classroom instructional activities remains one of the challenging questions because three types of strategies should be integrated in such a way that could enhance learners’ academic performance, motivation and self efficacy believes. Teachers combine L1 and L2 or use L2 to provide models explicitly but there is less evidence which of them is the most useful. Strategy intervention studies should require not only pre and post test analysis on measuring relationships between experimental and control group learners’ metacognitive and cognitive strategy use but also there is a need for assessing their motivation, self-efficacy, text comprehension performance to identify whether there is a significance difference between them [35]. Oxford points out issues concerned with negative effect of strategy instructions on students’ academic achievements: 1) insufficient time allocation for strategy training by teachers; 2) assignment tasks are either easy or difficult; 3) strategy trainings are not incorporated into classroom settings regularly; 4) teachers’ lack of knowledge about measurement of students’ current strategy use before training; 5) two key factors are omitted by teachers: to take learners’ learning styles into consideration when choosing tasks to motivate them on the one hand, on the on the other hand, teaching them to employ unfamiliar but effective strategies [36]. O’Malley et al. argue that learner characteristics including age, sex, learners’ positions and prior educational and cultural background cannot be overemphasized alongside with motivation which is valuable to establish positive attitude toward the strategic learning process, otherwise instructional research may end in a failure. Review on research articles on EFL and ESL students’ strategy use revealed that students were not provided with multiple set of challenging strategies which could satisfy their needs, and mostly they practiced one and the same strategies throughout the lessons. The raised question is why teachers picked up these sets of strategies without identifying students’ learning barriers and needs [37]. Therefore, Oxford suggests that it is crucial for teachers to identify learners’ current strategies use, learning barriers and needs before strategy instruction. Likewise, it is of great importance to consider learners’ preferences and choices and include activities aligned with their actual strategies use, learning styles, cultural and task preferences. Introducing new higher order cognitive strategies fitting to task demands should be taken into consideration to expand strategy repertoire. жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
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