Brown: Chapter 12 Questions
What is the difference between styles and strategies?
styles: consistent and enduring traits,
tendencies, or preferences that may
differentiate you from another person
strategies: specific methods of
approaching a problem or task, modes of
operation for achieving a particular end,
or planned designs for controlling and
manipulating certain information
What are some strategies that good language learners use?
1. take charge of their learning
3. make their own opportunities for practice
4. not frustrated with language uncertainty
5. let errors work for them
6. use contextual clues (p. 191-192)
What is one of the principal goals of an interactive teacher?
to equip the students with a sense of what
successful language learners do to achieve
success and to aid them in developing their
own unique individual pathways to success
Define and describe SILL.
Strategic Inventory for Language Learning:
questionnaire for determining learning
strategies; also a tool for finding ways of
teaching, which will work for your students
Brown suggests that the majority of L2 learners lack confidence in their abilities to learn a language. 1) What can a teacher do when this is the case? 2) What if a student is overconfident?
1) follow Brown's "10 commandments" on pg. 199
2) help student control risk-taking and
impulsiveness through activities listed under
#2 and 4 on pg. 202 and "commandments"
4-10 pg. 199
What are some differences between direct (cognitive) strategies and indirect (metacognitive) strategies?
remember more effectively, using all
cognitive processes, compensating for
organizing and evaluating your learning;
managing your emotions; learning with
What are some typical cognitive style "problems" and how might teachers overcome them?
p. 202 (1-5)
How important is it for an ESL/EFL teacher / student to recognize and develop learner strategies in or out of the classroom?
Successful language learners manipulate style
and strategy levels in daily encounters with
the language. The ten commandments on p.199
of Brown are essential for incorporating style
and strategy together. Of course, these are
probably many more commandments for the teacher
and student to utilize for effective L2 learning
What types of activities could help a student with a low tolerance of ambiguity?
Brainstorming, retelling stories, role play,
paraphrasing, finding synonyms, jigsaw
techniques, skimming tasks etc.
The book suggests 4 ways to teach strategies in the classroom, what are they and what do they entail?
First, know the students and recognize their styles.
Second, create a classroom environment conducive
to strategy development. Third, practice
these are intended to compensate for certain style
weakness in students.
Administer a strategy inventory:
this will simply notify the students of their
strengths and weaknesses in different strategies.
teacher informally offers hints and advice for
what has or hasn't helped them in the past.
Time & Place
Textbook & Materials
Major Learning Activities
Course Requirements & Grading Scheme
Students with Disabilities
Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, January 24, 1998