Teaching and Researching Language Learning Strategies: Self-Regulation in Context, Second Edition (Applied Linguistics in Action) by Rebecca L. Oxford

Author:Rebecca L. Oxford [Oxford, Rebecca L.]
Language: eng
Format: epub
ISBN: 9781317515104
Publisher: Taylor and Francis
Published: 2016-12-19T06:00:00+00:00

Table 5.4 show how changing conditions alter what a learner named Joseph does to learn to read Spanish newspapers, and they also reveal the linkage between activity theory and cognitive information-processing (especially movement from declarative to procedural knowledge). In the example shown, the changing conditions are largely external or situational. However, changing conditions could just as easily include internal learner factors, such as interest, degree of motivation, or energy level.

Table 5.4 Components of Leontiev’s Activity Theory with a Focus on Joseph’s Changing Conditions and Learning Strategies over Time

Background: Joseph, the subject, has a need to become skilled in Spanish for his career. His strongest motive is to learn to read Spanish effectively. His current, immediate object (aim, goal) is to learn to read the Spanish newspaper with understanding. He performs an action (learning strategy, in this case guessing from the context) to move toward the object. The action is carried out under certain conditions, which govern the operations (the way he implements or manifests the action/strategy) at a given time. When conditions change, operations change.

Column A

Condition in which the action occurs at a given time Column B

Operation (way the action is enacted, given the condition)

Time 1 (Monday in Week 1): Reading an article. Joseph encounters words he does not know. He is not yet adept at guessing from context.

Time 2 (Tuesday in Week 1): Same thing happens with two more articles. Joseph expends effort and consciousness to guess from context. The strategy is therefore a form of declarative knowledge.

Times 3 (Wednesday in Week 1): Articles are at about the same objective difficulty level as Times 1 and 2, but Joseph is becoming more comfortable with guessing contextually as he reads two more articles on Wednesday. He does not have to expend quite as much effort or thought as he continues to guess contextually. This strategy is still mostly in awareness (declarative knowledge), but it is becoming less conscious (partly procedural knowledge).

Time 4, 5, 6, 7, 8, 9, and 10 (Thursday, Friday, and Saturday in Week 1, and Sunday, Monday, Tuesday, and Wednesday in Week 2): THE CONDITION CHANGES! Articles are at about the same objective difficulty level as before. He is fully adept at guessing contextually while reading many more articles, so for him the articles seem much easier. He guesses from the context automatically. This is now a habit, i.e., procedural knowledge.

HE NO LONGER USES THE (CONSCIOUS) STRATEGY BECAUSE IT IS AN (UNCONSCIOUS) HABIT.(See earlier in this chapter.)

Time 11 (Thursday in Week 2): THE CONDITION CHANGES! A new article is much more objectively difficult and has many long, complex words. He cannot merely guess without great effort. He complains to a friend. The friend asks, “How did you read the other ones?” Joseph thinks back and remembers his (former) guessing strategy.

He remembers that he used to guess from the context. Now he does it again, with consciousness and much effort. It is again – temporarily – declarative knowledge.

Notes:

1

In this table, I link activity theory (subject, action, object, condition, operation) with cognitive information processing (declarative and procedural knowledge).

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