Can Learning Strategies Be Taught Should They Be Taught Essay

Can Learning Strategies Be Taught Should They Be Taught Essay Can Learning Strategies Be Taught Should They Be Taught â€" Essay Example > Paper Title: Theoretical Appreciation of the Suitability and Effects of Teaching Learning Strategies in Linguistic Contexts: Learning Strategies vs. Modern Second Language Acquisition TheoriesThesis StatementA class of 20 year old ESP learners with Arabic as their L1 will need and benefit from learning strategies, especially having passed the critical language acquisition age of 12 while still with a low intermediate competence of English. OutlineThe paper is an argumentative piece that is arranged and sectioned specifically to deliver the argument home. To begin with, the paper has an introduction section, which highlights the format and the structure of the argument. This argument is structured as follows: Learning StrategiesThis section seeks to contextualize the semantic conception of the phrase ‘learning strategies’ in linguistic references. It is important to note that in this paper, learning strategies refers to the methods used by second or foreign language learners fr om Saudi Arabia to acquire competence in a target language such that they can comfortably learn in an ESP classroom context. Language Learning StrategiesIn this section, the paper begins a comprehensive literature review of the various language learning strategies developed and documented in post-1975 research findings. Various authors are reviewed on what they conceive as the good language learning strategies. This is important to the understanding of whether such language learning strategies are applicable to the classroom setting. Teaching Learning Strategies in Linguistic Contexts This section is also largely based on literature review of whether learning strategies are applicable in classroom settings and whether they are beneficial. My personal conviction is also contextualized on the relevant literature review in this section. A part of the section is also devoted to elaborating why learning strategies are important to learners based on the popular creative theory of languag e acquisition by Chomsky and later linguists. Theoretical Consensus on Learning Strategies Teaching in SLA Contexts In this section, the objective is to contextualize two available theories on applied linguistics to the argument of the foregoing sections. The section seeks to elaborate why modern theories, particularly Krashen’s monitor theory agrees with the necessity of teaching learning strategies. ConclusionThe conclusion helps tie the loose ends of the argument together and restates the argument’s theme that language learning strategies are not only teachable but also necessary in language learning. IntroductionThis paper aims at discussing whether language learning strategies can and should be taught in a second or foreign language classroom. To begin with, the paper will highlight a conventionally accepted meaning and semantic application of the noun phrase ‘learning strategies’. After this, the paper will then review relevant literature on two issues, the good lang uage learning strategies and an overview the second language learning strategies. Afterwhich, the paper will then discuss the practical situations in which teaching learning strategies in linguistic contexts have worked as backed by scientifically proven Second Language Acquisition (SLA) theories. A few studies about teaching learning strategies based on available literature findings are then highlighted and discussed in terms of their implication. The conclusion will tie together the general theme of the paper. The theme here is to underscore available leaning strategies, how these strategies have faired when taught in linguistic contexts and finally the theoretical consensus behind their ability to amplify second or foreign language acquisition success. The nature of the process of acquiring a language as contemporary research indicates shows that learning strategies can help increase a student’s ability to learn and use the language better, but not to acquire it. That is why the learning must not be over-emphasized at the expense of language acquisition processes (McDonough, 1995).