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Masoud Gholamali Lavasani and Fereshteh Faryadres
Language learning strategies and suggested model in adults processes of learning second language
Full references
Lavasani, M. G. &   Faryadres, F. (2011). Language learning strategies and suggested model in  adults processes of learning second language. Procedia Social and Behavioral Sciences, pp. 191-197
Language learning strategies have crucial values for second language learners because they are means for action and self–evaluation. These strategies can help towards progress and acquiring   communication competence. In regard to the importance of language, acquiring the English language as a foreign language, according to recent research, foreign language learners use less language learning strategies than second language learners. In the first section of the article the influence of cognitive psychology in language learning strategies is discussed and lots of information and effort are put into this subject. In the second section the evolution and classification of language learning strategies based on different perspectives is discussed and explanations of six types of language learning strategies according to Oxford categorization (1990) are mentioned. Then language learning strategies and its usage by good or poor language learners are mentioned. Finally, andragogy theory is introduced and a suggested model in adults’ processes of language learning is recommended according to research. It is concluded that English language learning in academic environments and schools is taken for granted as one of the main communication tools and emphasis is put on students books. Also, it is suggested that teachers don’t have enough academic knowledge of strategies  for teaching a language, learning a language, psychology, or a wide knowledge   of what are the best practices
Key words
language learning strategies; Andragogy; Model in adults processes of learning language;
Other interesting information
''Positive learner outcomes can be achieved where the   pedagogy used attempts to meet learners' social, emotional and academic needs   and aspirations by assisting them to integrate into programmes and learning organisations; provides necessary learning services; and adapts their cultures to accept and value the cultures and cultural capital brought by diverse learners.''
Interest for the project
Contributor´s name + email
SYNTHESIS Center for Research and Education / golfo.kateva@synthesis-center.com, alexis@synthesis-center.com   
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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