Weinstein and Mayer

“The better the learning strategy adapted the better will the outcome be” – the contrast of strategies used by the good learners and poor learners

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Explaining this concept by contrasting the strategies used by the good learners and poor learners

There are many factors involved in a learner succeeding in a language. Above all, the student has to have a learning strategy and an efficient one that suits his or her strengths which will help him or her succeed even better. Strategies are tools for the self-directed involvement necessary for developing communicative ability. Active learners will succeed better than passive students and become more autonomous. In this essay, I will talk about the good learner contrasting with the poor learner who both have their own ways which are for better or worse. One major factor is of teacher-dependence and towards an assumption of greater responsibility for and control of their learning. Students need the enthusiasm to learn, they can get bored very quickly. Students need to install in themselves that the learning is done for a reason. In this essay, I will discuss the factors that help students develop a good language learning strategy while contrasting them with the ambivalence of some students may have about learning a new language. This is notwithstanding that on the whole learning a new language is not easy even though it can be made to be more difficult.

To begin with, I must mention motivation. Motivation involves people learning a language for many reasons. Good learners can see an end result so they cannot be motivated to learn. It is beneficial for the learner to have goals. Those can be goals for each class as well as the term. Good learners will not be disheartened if they do not succeed one time. There must be a sense of self-reinforcement. Good learners will give themselves rewards for success. Good learners are aware of their learning strategy and if it is working. Their meta-cognitive awareness allows them to re-evaluate, focus, and arrange their learning. They will have a learning strategy that suits them. They will read up or ask the teacher questions referring to the topic in hand. This then refers to the student being able to ask questions not feeling shy to try. Weinstein and Mayer (1986) defined learning strategies (LS) broadly as “behaviours and thoughts that a learner engages in during learning” which are “intended to influence the learner’s encoding process” (p. 315). Of course, poor students just take it that the learning process is too hard. Poor students will tell themselves that this is too difficult and not relate their level of language with their actual stage of learning. A good learner can control their feelings and attitudes. A poor learner will turn up to the lesson without preparation. Above all, it is easy to think you should be better at a language without realising that the learning process will take time. The poor learner can not see the future for his or her language.

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