SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

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Assoc. Prof. Dr. Gezim Xhaferi and Ass. Prof. Dr. Brikena Xhaferi the advantage of this easy learning by teaching the child a second language as early as possible, hence various attempts to teach a foreign language in the primary school, such as the brief-lived primary-school programme in England (Cook 2001:133). In the research literature there are different opinions regarding the critical period and it is not known for sure when it occurs. To conclude, age does effect success in SLA. Children will certainly have a better pronunciation than adults because they tend to be motivated to become part of the surrounding community and they will achieve greater communicative fluency. On the other hand, adults will acquire primary levels faster because of their greater cognitive abilities. There is no doubt that the longer exposure to the L2, the more native-like L2 proficiency becomes. Learning strategies Learning strategy is a very important factor in SLA and it is a central issue in the SLA literature. Learning strategies are ways and steps taken by the learners to learn a language. They are tools for active and self-directed involvement which is a key for developing communicative competence (Oxford, 1990). First, the research was focused on a good language learner and his strategy use. Based on many findings, good language learners use different strategies for accomplishing different learning tasks while poor language learners use only a few of them. Language learning strategies support all aspects of learning and O’Malley and Chamot (1990) defined three main types of strategies used by L2 learners: 204 Metacognitive strategies –the strategies that involve planning and thinking about learning Cognitive strategies-the strategies that involve conscious ways of tackling learning Social strategies-the strategies used to interact with others, teachers, peers, etc. Many strategies are non-observable but students and teachers can discuss them or design questionnaires to find out more information and make more use of them. Researchers and scholars should put more effort into designing tools that could provide more information on the usage of non-observable
SEEU Review Volume 5, No. 2, 2009 strategies. Related to this, Cohen (1987,cited in Oxford 1990) suggests three types of tools that could be used: 1) self-report in which the learners tell what they do or think in a particular situation, 2) self-observation taking place immediately (i.e. introspection, and self-observation taking place afterwards, retrospection), 3) self-revelation when the students think and talk aloud. On the other hand, observable strategies that the students use are often noticed by the teacher. Most studies are concerned with learning strategies used by different learners and the teachers are concerned with helping poor learners make use of learning strategies. The first step is identifying strategies used by the students and then to follow a training program. Dörney and Skehan (2005) explain that “strategy research also contributed to the growing awareness of cross-cultural differences in SLA, as attested by a collection of papers which examined the varying importance of certain strategies across diverse socioculural contexts”. Strategy-training in a way is the conscious attention which suggests that learning strategies are helpful for learners, and it assumes that strategies are teachable (Cook 2001). In order to develop a more successful training program, the language teacher should be acquainted with a wide repertoire of learning strategies because the more a teacher knows about learning strategies the better a trainer he/she will be. Oxford (1990) suggests that the best strategy training not only teaches language learning strategies but also deals with feelings and beliefs about taking on more responsibility and about the role change implied by the use of learning strategies…strategy training can cover more general aspects of language learning, such as the kinds of language functions inside and outside the classroom, significance of group work and individual efforts in language learning, trade-offs between accuracy and fluency, fear of mistakes, learning versus acquisition and ways in which language learning differs from learning other subjects (Oxford, 1990:201). To conclude, learning strategies are a very important factor in learning a language. Individuals are not identical in how they learn a language and therefore they use different learning strategies. It is the teacher’s responsibility to offer them a wide repertoire of learning strategies, to give them a chance to experiment with new ones and finally help to them implement those that fit their style. 205
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Contents Foreword by the Editor in
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Iranda Bajrami, MA kanë qenë të
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Page 212 and 213: 212 Reviewers: Prof. Dr. Selim Jusu
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