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Date Posted: 17:44:23 11/18/04 Thu
Author: Fernanda
Subject: Re: Task 5
In reply to: Aparecida 's message, "Re: Task 5" on 05:24:52 11/13/04 Sat

>UFMG 2004-11-12
>Produção de Textos
>Professor: Kátia Modesto
>Student: Aparecida S.Silva
>
>Learning Strategies
>
>Learning Strategies are communicative and mental
>procedures a student uses to learn a foreign language
>in an easy, fast and enjoyable way. Since the main
>goal of a foreign language student is to communicate
>in the target language, being aware of some strategies
>may represent a great advantage during the learning
>process. The foreign language object of this essay is
>English.
>
>The student himself may no(NOT) be able to find out which
>the best strategy for him to use is, so it is up to
>the teacher to introduce it in the ongoing process of
>the language lesson as soon as possible. According to
>Richards (YEAR-pp.63) “an important aspect of teaching is
>to promote learners’ awareness and control of
>effective learning strategies and discourage the use
>of innefective ones”.
>
>However, while there are great advantages of
>introducing the strategies at the very beginning, if
>the teacher does not have in mind that students are
>individuals who bring to their learning their own
>beliefs, objectives, and behaviors, introducing the
>inadequate strategy may be a serious issue.
>
>According to Richards(YEAR), “learners belief systems cover a
>wide range of issues and can influence learners’
>motivation to learn, their excpectations about
>language learning, their perceptions about what is
>easy or difficult about a language, as well as the
>kind of learning strategies they favor”.
>
>There are a number of beliefs classified by Richards(MENTION THE SOURCE, NOT ONLY THE NAME OF THE AUTHOR),
>such as foreign language attitude, the difficulty of
>language learning, the nature of language learning,
>learning and communication strategies, and motivations
>and expectations.
>
>Let us imagine that a student believes that a good
>teacher is the one who teaches grammar in class and
>who corrects students all the time they make any kind
>of mistake,(.) This student has Beliefs about teaching.
>If the teacher believes that the best way of teaching
>grammar is to do it in a context and does not like to
>interrupt students to correct them all the time, there
>will be a conflict between what the student expect and
>what the teacher thinks it is correct.. The problem
>may worsen if this teacher decides to introduce one of
>the learning strategies for example the one in which
>the students may learn from each other in groups. He
>may undervaluate the activity assigned and will
>believe that a teacher who does not correct mistakes
>is not a good teacher.
>
>A wise suggestion might be the teacher prepare a
>questionnaire in which students could answer about
>their beliefs, their problems in learning the target
>language and what kind of activities they enjoy doing.
>After that he could negotiate, if possible, with
>students letting it very clear since the beginning
>what path they will follow. This would avoid
>disappointment and misundertandings.
>
>
>Richards, J. Reflective Teaching in Second Language
>Classrooms, Learning Strategies, City University of
>Hong Kong

APARECIDA, I DON'T THINK YOU HAVE PROBLEMS WITH YOUR WRITING THIS TIME. I MADE SOME LITTLE CHANGES, BUT THE TEXT IS GOOD. I ONLY THINK YOUR USING OF "ACCORDING TO..."
IS REPETITIVE. THAT ARE TWO OF THESE EXPRESSIONS VERY CLOSE.MAYBE YOU COULD CHANGE ONE OF THEM.
THAT'S IT! SEE YOU!

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Replies:

  • Re: Task 5 -- Maria tereza, 04:15:27 11/19/04 Fri
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