“STYLES AND STRATEGIES” (chapter 5)

“STYLES AND STRATEGIES” (chapter 5)

1. Process, Styles & Strategy by Eka, Brown (2000, p. 112-113) defines three terms.

   • Process: is human beings’ engagement in certain universal processes. Style: is referring to a consistent and rather enduring tendencies or preferences within an individual. Strategies: are specific methods of approaching a problems or task.

2. LEARNING STYLES by Eka

   • Brown (2000, p. 113-114) states: The way we learn things in general and the way we attact a problem seem to hinge on rather amorphouse link between personality and cognition. This link is referred to as Cognitve Style. When cognitive styles are specifically related to an educational context, where affective and physiologycal factors are intermingled, they are usually more generally referred to as Learning Styles.

3. Field Independence (vs Field Dependent) by Eka

   • Brown (2000, p. 115) stated Field Independence (FI) is such an ability to perceive a particular, relevant item or factor in a “field” of distracting items. Field Dependence (FD) is, conversly, the tendency to be “dependent” on the total field so that the parts embedded within the field are not easily perceived.

4. Left- and Right-Brain Functioning by Fajrin

   • Brown (2000, p. 118) stated that left and right brain dominance is a potentionally significant issue in development a theory of second language acquisition.

5. Ambiguity Tolerance (vs Ambiguity Intolerance) by Fajrin

   • Brown (2000, p. 119) stated a third style concern the degree to which you are cognitively willing to tolerate ideas and propositions that run counter to your own belief system or structure of knowledge.

6. Reflectivity and Impulsivity (R/I) by Andi

   • Brown (2000, p. 121) stated that in psychological studies have been conducted to determine the degree to which, in the cognitive domain, a person tends to make either a quick gambling (impulsive) guess at an answer to a problem or a slower, more calculated (reflective) decision.

7. Visual and Auditory Styles by Andi

   • Brown (2000, p. 122) stated another dimension of learning style one that is sallent in a formal classroom setting is the preference that learners show toward either visual or auditory input

8. STRATEGIES by Suminem

   • Brown (2000, p. 122) explained the difference between style and strategy that styles are general characteristics that differentiate one individual from another; strategies are are those specific “attacks” that we make on a given problem.

9. Learning Strategies by Suminem

   • Brown (2000, p. 124) stated that typically, strategies were divided into three main catagories; Metacognitives, Cognitives, and Socioaffective Strategies.

10. Communication Strategies by Adiyatno

    • Richard & Schmidt (2000) it is a way used to avoid using a difficult word or structure, and use a simpler word or structure instead. For example, a student who is not sure of the use of the relative clause in English may avoid using it and use two simpler sentences instead: That’s my building. I live there. Instead of That’s the building where I live.
      • Avoidance Strategies by Adiyatno
        • Richard & Schmidt (2000) it is a way used to avoid using a difficult word or structure, and use a simpler word or structure instead. For example, a student who is not sure of the use of the relative clause in English may avoid using it and use two simpler sentences instead: That’s my building. I live there. Instead of That’s the building where I live.
      • Compensatory Strategies by Rizqi
        • Brown (p.129-133) Dornyei’s classification mentions that there are eleven strategy types but in Brown’s book will elaborate just three types. 1. Prefabricated pattern 2. Code-switching 3. Direct Appeal

11. Strategies-Based Instruction by Rizqi

    • Based Instruction (SBI) is the work of researches and teachers on the application of both learning and communication strategies to classroom learning or as learner strategy training. The student will benefit from SBI if they: a.understand the strategy itself. b.perceive it to be effective. c.don’t consider its implementation to be overly difficult (Maclntyre & Noels 1996).