Language Learning Strategies

strategies, tactics, or methods that they use, however instead of the fact that they carry out to apply them. It should be noted, what makes strategic learners special based on creativity they exhibit into their learning willingly (Dörnyei, 2005).

Embi and Mohd Amin (2010) recommend that learning strategy training in a

language classroom may have valuable effects on students’ language achievement. It can also be seen from the recent studies that the most certain way to increase learners’ self-motivation is to train them in ways that persuade learners that achievement is mostly because of domains under their control, such as effort and strategy use.

2.3.2. Language learning strategies. The concept of LLSs is a summary of the

hand, studies support the notion that those who are less proficient in L2 learn less apply to LLS and receive less efficiency (Anderson, 2005, p. 757).

Swan (2008) states that the main element of the concept of 'strategy' is problem- solving. The strategy is not a way to achieve a result; on the contrary, it is the way you prefer to focus on the problems encountered in concluding. In other words, a strategy is one of how you believe that solving a problem will work best. Furthermore, interestingly, in language learning discussions, the element of solution choice is not always clear.

Learning strategies are ways to facilitate being successful in a learning task. In deciding strategies, especially in the early stages when deciding on a foreign language learning procedure, learners often focus consciously on the goal (Chamot, 2005). To ensure that learners are familiar with the situation when exposure times become repetitive. The learning strategy automates this situation, but most students can bring awareness to the awareness-raising strategy when necessary.

According to William and Burden (1997, p. 145), learning strategies are like a tactic used by a player. In other words, learning strategies include strategies that learners, like players, consciously apply to achieve something. Learners using strategies consciously should be proactive to plan, organize, decide on the right skills, observe, evaluate and, if necessary, revise the plan, following their purpose.

Another discussion is that a situation becomes strategic only when it is appropriate for learners. Accordingly, strategic learning will take place as learners strive to select and

maintain learning paths that they believe will increase practices that will positively affect their development. In other words, it is not the strategies that make the learners successful, but the efforts they make in trying to discover the appropriate strategy for them. In this case, it

provides the transition from the natural techniques used in the focusing process to the self-regulation process by selecting individual learning (Schmitt, 2010).

Most recent research also shows that researchers go through the extent to which learners are pro-active in managing their own language learning experiences (Dörnyei, 2005;

Tseng, Dörnyei and Schmitt 2006). Dörnyei (2005) put forward a taxonomy of self-regulation language learning strategies (see Dörnyei 2005; Tseng et al., 2006) besides expand the focus of future study into this field (Gao, 2006).

Dörnyei (2005, p.169) synthesises a list of LLSs based on past research:

1. Affective strategies, including taking control of the emotional (affective) circumstances and experiences that shape one’s nominative interest in learning.

2. Cognitive strategies, including the trick or convention of the learning tools/input (e.g., repetition, summarizing, using images),

3. Social strategies, including interpersonal attitudes purposed at boosting the amount of L2 communication and practice the learner undertakes (e.g., leading interaction with native speakers, cooperating with peers),

4. Meta-cognitive strategies, including higher-order strategies aimed at analysing, observing, evaluating, planning, and coordinating one’s learning process, (cited in Bilican,2012).

2.3.3. Self-regulated vocabulary learning strategies. Vocabulary learning strategies are used to increase attention in the vocabulary learning process. Among these strategies, strategies such as memorizing, repeating and note-taking appear to be the most preferred VLS. These strategies fall into the category of mechanical strategies and are

thought to be much simpler and more practical for students than other strategies (Schmitt, 2010).

Nation (2005) categorizes word strategies into four main groups: use of dictionaries, use of word cards, word fragments, and prediction of context. Notion also states that it is safer for vocabulary retention to practice in a repeated manner so that learners can fully learn. Thus, these studies allow learners to apply, use, receive and give back words vigorously and allow them to experience a fluent vocabulary acquisition process. When high-frequency words are offered to learners, the context for strategy development should also be provided.

According to Nation and Newton (1997), there are practical consequences of word ranking and selection. They advise that technical and academic vocabulary lists can be applied by educators and learners to ease the process of such words in the same way as high-frequency words, namely, they learn the words directly via vocabulary practices or individual learning. Since there are comparatively few high frequency words implied for effective use.

They supply very good text coverage. With some low-frequency words, learners can easily guess if they know the high-frequency words.

Cognitive strategies involve the use of repetition and mechanical methods to practice words, including keeping word books. Students can be exposed to a word in a word list or on a flashcard. Nevertheless, such strategies are then used for revision. Taking notes is an important activity that heartens students to make plans and offers another chance for their schemes and supplemental exposure during the review for newly learned words (Schmitt, 1997).

Examining the literacy of vocabulary acquisition in a foreign language, it is seen that the vocabulary learning strategies have an important place for the learners to manage and regulate their learning process (Graves & Fink, 2007). Nevertheless, studies on VLS

especially put attention on cognitive strategies and less attention was put to affective and metacognitive aspects of vocabulary learning (Rasekh & Ranjbary, 2003). In this study, based on the theoretical framework of SRL, the focus is to investigate all cognitive, metacognitive, motivational and affective dimensions of self-regulation in vocabulary learning.

SRCvoc learning strategies include environmental control, commitment control, satiation control, metacognitive control and emotion control (Tseng et al, 2006). The factors of self-regulated vocabulary learning strategies have been studied by Tseng et al. (2006) in traditional ways. In other words, as a new method, peer learning has started to be used to increase the self-regulated vocabulary learning capacity of ESL learners in this research (Blanch et. al., 2012). Some researchers demonstrated that the importance of the environment and peers’ influence on personal factors is in keeping with social cognitive views of self-regulation (Ariza & Viafara, 2009). Dörnyei’s (2005) model of self-self-regulation consists of five categories of control:

1.Commitment control strategies for aiming to protect or boost the learner’s goal commitment.

2.Metacognitive control strategies for observing and managing concentration and for reducing unimportant delay.

3.Satiation control strategies for disposing boredom and inserting more attention or interest to the duty.

4.Emotion (Affect) control strategies for managing destructive emotional situations or feelings and for creating emotions that are initiative to reach one’s goals.

5.Environmental control strategies for creating positive environmental effects by making an environment a crony in the chase of a difficult goal (Dörnyei, 2005, p.

113).