You always need to be open-minded about sharing your life with others online because the relationships you build between your classmates and instructors is a very important part of the online learning experience.
What became obvious both to me and my students in that attempt at LLS training was that vocabulary learning is a very individualised activity which requires a variety of VLS for success in understanding and using English vocabulary, whether or not one is eventually 'tested' on it.
Whether it is a specific conversation, reading, writing, or other class, an organised and informed focus on LLS and LLS training will help students learn and provide more opportunities for them to take responsibility for their learning3.Much of what I have suggested in this section requires teacher reflection, echoing a current trend in pedagogy and the literature in L2/FL education (see, for example, Freeman & Richards, 1996, and Richards & Lockhart, 1994).
If you have found 10 different LLS for writing explicitly used in your text, for example, you could highlight these as you go through the course, giving students clear examples, modelling how such LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners.If you tend to be teacher-centred in your approach to teaching, you might use a specific number of tasks appropriate for your context from the collection by Gardner and Miller (1996) in order to provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course.
In this writer's experience, still more common is the basic L2/FL listening, speaking, reading, or writing course where LLS training can enhance and complement the L2/FL teaching and learning.
And it is incorporated with learning strategies and different approaches of teaching Burned (1989) Kolb explains four phases in the process of experiential learning, Experience, reflexive observation, analysis and active implementations Kolb (1984) Bandura explain learning is an experience which is learnt by watching other people and then doing it which then provide a learner an image and the desire...
Since English is my second language I have been first learning words and its meaning, then how to make sentences and lastly practicing how to write and speak....
I then talked with students about ways to record such words and their meanings on vocabulary cards or in a special notebook, in order for them to reinforce and review such words and meanings they had learned.In order to encourage learner reflection, later in the course I used a questionnaire asking students about their vocabulary learning and VLS in and outside of class, and the following week gave them a generic but individualised vocabulary knowledge test where students provided the meaning, part of speech, and an example sentence for up to 10 words each person said he or she had 'learned'.
Whatever the context or method, it is important for L2/FL learners to have the chance to reflect on their language learning and LLS use.Let me give one example of implementing LLS training within a normal L2/FL class from my experience in teaching a TOEFL preparation course in Canada.
In an interesting action research study involving "guided reflection" Nunan (1996) did this by asking his students to keep a journal in which they completed the following sentences: This week I studied..., I learned..., I used my English in these places..., I spoke English with these people..., I made these mistakes..., My difficulties are..., I would like to know..., I would like help with..., My learning and practising plans for the next week are...
Moving beyond taxonomies of LLS, various types of studies into LLS use and training must consider a wide range of questions, such as: What types of LLS appear to work best with what learners in which contexts?
In my experience I have found, like Offner (1997), that rather than limiting my perspective to specific LLS such reflection helps me to see the big picture and focus on "teaching how to learn" within my L2/FL classes.In addition to the teacher's own reflections, it is essential to encourage learner reflection, both during and after the LLS training in the class or course.
Alternatively, he pushed a method of learning where students organized information based on facts by expanding on previous knowledge; such a situation implies that teachers must create an environment as to foster such an experience.
What is learned from this experience might then be supported when the same student uses a direct, cognitive strategy such as 'practising' to repeat what he or she has learned or to integrate what was learned into a natural conversation with someone in the target L2/FL.