jennu.net

University of Tartu
Seminars on Language Development and Intercultural Teaching

March 16, 2007

I read, and I forgot.
I saw, and I believed.
I did, and I understood.
~ Confucius

Content

1. Introductions and overview
2. Warming up to the topic
   • Brainstorming: What makes a good language learner?
   • A quiz
3. Sharing preferences for language learning: to what extent do you agree or disagree with the following statements?
   • I prefer group classes (which include student interaction)
   • I prefer oral tests
   • I prefer working by myself.
   • I prefer being given lots of examples so that I can figure out the rule for myself.
   • I prefer working step-by-step through new material (according to the textbook or manual)
   • I tend to work in a flexible, more impulsive way.
   • When completing a task, it is important to me to finish it on time.
   • I am a more goal-oriented type of person, verses a more open-ended, play-it-by-ear, go-with-the-flow type of person.
4. Vignettes of 7 highly successful language learners
   • Highlights Highlights of these seven learners
   • Full text of the original text and research by Earl W. Stevick (1989). Success with foreign languages: Seven who achieved it and what worked for them. New York: Prentice Hall.
5. Multiple Intelligences
   • Definitions and examples
   • Multiple Intelligences Wheel
6. Learning Strategies
   • Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task—used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63).
   • Strategy Inventory for Language Learning (Oxford, 1989)
   • Major Language Learning Strategies
   • Our styles and strategies as a seminar group
7. References and Resources
8. Links