In an increasingly globalized world in which languages are commonly used across national boundaries and in settings where neither interlocutor is a native speaker (e.g., as a lingua franca), intercultural communicative competence (ICC) has become the goal of second language instruction. ICC is comprised of five sub-competences – grammatical competence, discourse competence, socio-linguistic competence, strategic competence, and intercultural competence.[1] The first three competences are directly related to linguistic knowledge, while the last competence involves an individual’s ability to effectively navigate cultural difference in interactions. The remaining competence, strategic competence, is unique in that it relates to the ability to effectively use strategies to enhance comprehension and solve communication problems. As a result, second language instruction should assist learners not only in developing linguistic and cultural knowledge (both declarative and procedural), but also in using various strategies to support the learning and communicative process.
Rebecca Oxford has developed a Strategy Inventory for Language Learning (SILL) in which she identifies 50 strategies that fit within six categories.[2] The six categories are:
Rebecca Oxford has developed a Strategy Inventory for Language Learning (SILL) in which she identifies 50 strategies that fit within six categories.[2] The six categories are:
The various strategies support each other in preparing learners to tackle the complex task of learning how to communicate using an alternative linguistic and cultural code.
Strategies instruction has been incorporated into various clusters on the website. It has also been addressed in the Personal Language Portfolio. Section three of the portfolio includes a list of strategies adapted from Oxford’s SILL that are most likely to be used by young language learners. It also includes a section for learners to reflect upon the strategies they find most effective and to identify strategies they would like to experiment with. Regular instruction about strategy usage and reflection upon current and future strategy usage should be encouraged throughout instruction to ensure learners are developing strategic competence to assist in communicating using the French language.
Strategies instruction has been incorporated into various clusters on the website. It has also been addressed in the Personal Language Portfolio. Section three of the portfolio includes a list of strategies adapted from Oxford’s SILL that are most likely to be used by young language learners. It also includes a section for learners to reflect upon the strategies they find most effective and to identify strategies they would like to experiment with. Regular instruction about strategy usage and reflection upon current and future strategy usage should be encouraged throughout instruction to ensure learners are developing strategic competence to assist in communicating using the French language.
Personal Language Portfolio with Strategies Section | |
File Size: | 410 kb |
File Type: |
Suggested Readings about Strategies Instruction
Dornyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45, 16-23.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.