8/02/18 Inleiding : Plaats van leerstrategieën Bij het uitvoeren van de gesprekstaken kunnen de leerlingen rekening houden met de belangrijkste conventies bij mondelinge interactie; het doel van de interactie bepalen en hun taalgedrag er op afstemmen; Leerstrategieën inzetten en evalueren bij gebruik maken van non-verbaal gedrag; … taaltaken Leerplan Frans aso, 2 de graad Exemples de stratégies de réception présentés en A1 et en A2, qui sont toujours pertinents pour B1: Porter son attention sur les indices paralinguistiques (gestes, mimiques, regards) en rapport avec les indices linguistiques et situationnels; Enregistrer mentalement (ou noter) des énoncés, expressions, mots, etc., Joelle.DePessemier@kuleuven.be Pour en chercher ensuite le sens et l’emploi SLO Talen - Frans Utiliser différenents indices de compréhension reliant l’écrit et l’oral … Un référentiel, Niveau B1 pour le français Op het programma 1 Leerstrategieën (LS) adequaat inzetten = voorwaarde voor succesvolle taaltaken (tt) 2 Welke leerstrategieën? 2.1 Wat leren we uit onderzoek? 2.2 Een blik op het S 2 R Model (Oxford, 2011) 3 Expliciet LS-onderwijs (ESI) 3.1 Stand van zaken in MVT-handboeken 3.2 ESI-stappenplannen 4 Op weg naar bewuste LS-gebruikers: enkele pistes VELOV Congres - 8 februari 18 - Joelle.DePessemier@kuleuven.be 1
8/02/18 1 LS adequaat inzetten = voorwaarde voor succesvolle tt. 2 Welke leerstrategieën? 2.1 Wat leren we uit onderzoek? Taaltaken tonen wat de leerder ‘echt’ kan. Definitie: “activities consciously chosen by learners for the purpose of Taaltaken Implicaties voor de leerder regulating their own language learning” (Griffith, 2008) doelgericht en gefinaliseerd Extra aandacht voor context, Identificatie: LS zijn niet altijd observeerbaar verankerd in de werkelijkheid communicatie en cultuur De leerder kiest de middelen Referentiekader: classificatie volgens OVUR-strategieën = onmisbaar • vaardigheid (Cohen & Weaver, 2006) en gaat over naar actie • functie (O’ Malley & Chamot, 1990 - Oxford, Impact van motivatie = groot 2011) Explicit Strategy Instruction (ESI): Socio-culturele interactie • vakoverstijgende vs vakgebonden ! • generiek vs taakgebonden • moedertaal vs doeltaal Affectieve Cognitie • expliciet vs impliciet Enkele ‘issues’ Procedure 2.2 Een blik op het Strategic Self Regulating (S²R) Model van R. Oxford (2011) Consensus Explicit Strategy Instruction (ESI) Metastrategies - Het metacognitief begrip van de meerwaarde van LS bij taalleerders Help the learner manage the cognitive, affective and SI dimension ontwikkelen is belangrijk. Cognitive strategies Affective strategies Sociocultural-Interactive - Taalleerders moeten strategieën kunnen inoefenen. Help the learners construct, Help the learner create strategies (SI) - Ze moeten ook de kans krijgen om hun inzet van strategieën te evalueren. transform and apply L2 positive emotions and Help the learner interact to knowledge attitudes and stay motivated learn and communicate and deal with culture (Cohen, 1998 - Chamot, 1999 – Graham & Harris, 2003) 1 Using the Senses to 1 Activating Supportive 1 Interacting to Learn and Understand and Remember Emotions, Beliefs, and Attitudes Communicate 2 Activating Knowledge 2 Generating and Maintaining 2 Overcoming Knowledge Gaps 3 Reasoning Motivation in Communicating 4 Conceptualizing with Details 3 Dealing with Sociocultural 5 Conceptualizing Broadly Contexts and Identities 6 Going Beyond the Immediate Data VELOV Congres - 8 februari 18 - Joelle.DePessemier@kuleuven.be 2
8/02/18 ‘Metacognitive strategies’ - voorbeelden Metastrategies Planning for Setting cognitive goals I think about the textbook’s stated help the learner manage the cognitive, affective and SI dimension Cognition objectives for a lesson and then set my own goals. Metastrategies for general management and control Orchestrating … for balance I have to think about which strategies Paying attention Cognitive to use for what purposes, and I try to Planning Strategy Use tie them together in a balanced way Obtaining and using resources = OVUR-strategieën Organizing so I can do what I want to do. Implementing Plans I look for mistakes while I am writing Monitoring Monitoring cognitive Orchestrating Strategy Use in French by using the spelling and Monitoring Cognition performance during a grammar checker on the computer. Evaluating task At the end of every unit in my ESL Evaluating Evaluating cognitive textbook, there is a checklist that Cognition strategy use helps me think about the strategies I used. I consider whether they worked … for me. ‘Cognitive strategies’ - voorbeelden ‘Meta-affective strategies’ - voorbeelden Using the Using the auditory The background noise on the Russian Senses to sense to understand CD helps me understand the meaning. Planning for Setting affective goals I want to learn to relax when doing Understand and and remember Affect the listening exercises in this lesson. Remember Obtaining and … technological I find blogs and websites to learn Using Activating Brainstorming I brainstorm aloud with a small group ressources more about reducing my anxiety in Ressources for Knowledge what we know about the topic. language learning. Affect Reasoning Using inductive I try to figure out the grammar rules in reasoning Russian based on the evidence from my Monitoring Monitoring affective I monitor how I am feeling when my newspaper readings in Izvestiya. Affect state during a task thoughts wander. Am I interested? Conceptual- Making distinctions I distinguish between more important Am I unmotivated? Am I physically izing with and less important information that I fatigued? Am I feeling overwhelmed? Details read in Hungarian. Evaluating Evaluating affective In considering how well I did in Conceptual- Combining similar I create a semantic map linking ideas. Affect progress and states writing the essay, I thought about izing Broadly things how much was in my control and how much was out of my control Going Beyond Predicting I predict what will be said on the TV … the Immediate based on facts I have picked up in the data … newspaper. VELOV Congres - 8 februari 18 - Joelle.DePessemier@kuleuven.be 3
8/02/18 ‘Meta-SI strategies’ - voorbeelden ‘Affective strategies’ - voorbeelden Obtaining and … print resources I read everything I could about the Activating Using positive self- I use positive self-talk (“I know I can do Using country. This did not help me with Supportive talk for the short this”) to get started on the next Hebrew Resources for producing the language, but it made Emotions, term task. Contexts, me more comfortable talking with Beliefs, and Communica- native speakers. Attitudes tion and Generating and Increasing intrinsic I listen to music in the language, and Culture Maintaining motivation this makes me very excited and happy. Monitoring Monitoring cultural I monitor whether I still have the Motivation Increasing extrinsic I remind myself that I will get to watch for…. understanding and trust of the native speaker motivation a film when I finish this task, and that communication throughout the conversation, and keeps me motivated. this tells me whether I am effectively using my understanding of the situation. Evaluating Evaluating effectiveness I ask mysef whether I relied too much … for… of strategy use for on masking, gestures, and asking for communication repetition during the last task I did. … ‘SI strategies’ - voorbeelden Meerwaarde van het S²R Model van R. Oxford Interacting to Asking for I ask for help to understand the Overzichtelijk en operationeel referentiekader Learn and explanation, meaning of “acid rain” in the article. Communicate clarification… Erkenning van Overcoming Using other words If I don’t know a word, I “talk around • Metastrategieën die ook de SI en affectieve strategieën Knowledge to continue to it”. reguleren Gaps in Comm. comm. • SI-strategieën die de rol van de context erkennen Dealing with Exploring the I try to understand the cultural beliefs in • Affectieve strategieën die de attitudes kunnen Sociocultural meaning of social the statements of a TV news Contexts roles, identity, commentator. beïnvloeden power and the Erkenning van het belang van metastrategieën media > ‘self-regulated learner’ = gaat bewust om met strategieën … VELOV Congres - 8 februari 18 - Joelle.DePessemier@kuleuven.be 4
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