The ability to do this is key skill and one that directly influences the long-term success of the organization. Consultative selling is an important skill to generate business in a highly competitive international environment.
The Business Planning training course has been designed to help Hong Kong participants develop their business acumen by looking at the issue of commerciality.
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You must have JavaScript enabled in your browser to utilize the functionality of this website. In this chapter we will introduce you to 20 learning strategies that you can teach to your students to improve their learning of the foreign language. As we emphasized in the preceding chapter, extensive research into learning strategies reveals the importance and relevance of this instruction for language students.
Learning strategies, however, are the tools that students themselves can employ independently to complete a language task. Think about yourself in two different roles - as a language teacher and as a language student.
Students who analyze and reflect on their learning are more effective learners; that is, they are more able to acquire, retain, and apply new information and skills. Learning strategies instruction is one means of improving students' acquisition of a foreign language.
The goal of learning strategies instruction is for students to become independent learners with the ability to use strategies aptly in a variety of contexts. There are a number of different names and classification systems for learning strategies (for a very good review see Hsiao & Oxford, 2002). These metacognitive strategies follow the sequential order of the process a learner generally goes through in accomplishing any task.


The "Task-Based Learning Strategies" focus on how students can use their own resources to learn most effectively. Within each of these four groups, you will find specific strategies that are examples of what the students can do with these resources to help them learn.
The model in Figure 1, Applying Language Learning Strategies, illustrates the relationship between the Metacognitive and the Task-Based Learning Strategies. Looking through the list of strategies, you might think that people use learning strategies one at a time and that learning strategies are clearly delimited in function and in use.
Below you will find the "Learning Strategies List for Students" that you can share with your students. You will be looking for new ideas and new methods to help formulate and implement strategy. How they interpret these demands and respond to their needs on an ongoing basis will determine the sustainability of a business.
Recent research and comments from industry leaders show talented people will produce at least 40% more than average employees, they require less training and a minimum of management.
That gift will be added to their My Digital Library when they log in and click to redeem it. To purchase a DVD or CD version of a course and mail it to a friend, please call customer service at 1-800-832-2412 for assistance. An email will be sent immediately to notify the recipient of your gift and provide them with instructions to redeem it. To ensure that the pricing on the website is the same as what is in your catalog or advertisement, please enter the priority code provided. However, as experienced teachers we know that incorporating a new approach into our instruction is not an easy task.
How do I find the time to teach 20 learning strategies in my already full schedule of teaching language skills?" And even more importantly, you may be thinking about your students: "How receptive will they be to learning strategies? For instance, a student who needs to learn a list of vocabulary words might draw a picture to remember each word.
Look at Table 1 below for examples of strategies you might use as a teacher and those you might use as a student. Strategies like Make Inferences, in which students derive meaning from context, are mental processes that are difficult to observe.
Yet students often use learning strategies in a sporadic manner, applying them inappropriately or overusing the limited number they know.
It gives them an explicit vocabulary to use in talking about their learning experiences so that they can build a repertoire of strategies.
In the beginning, however, learning when and in what contexts to use particular strategies or groups of strategies requires direction and guidance from the teacher. There are few "rights" and "wrongs" in learning strategies taxonomies, but specific ways of organizing the strategies can be useful for different teaching situations.


This list outlines the language learning strategies discussed above; it provides names for the strategies, descriptions of strategies, a picture of a key concept related to the meaning of each learning strategy, and a keyword that might be used with students to help them remember the strategy. Talented people are the key for any organisation's improving capability and competitive edge. Physical gifting can still be achieved online – can we describe that here and not point folks to call?
This chapter focuses on preparing both teachers and students for learning strategies instruction. How do I prepare them for learning strategies instruction?" Explicit strategies instruction may entail not only a new experience for you and your students, but also new roles in the learning process. We use visuals to introduce new ideas, we direct students' attention to important elements, and we activate students' background knowledge before introducing a new concept. Once students begin to think about their own learning, they can then begin to notice how they learn, how others learn, and how they might adjust how they learn to learn more efficiently.
We have divided them into four categories that are grouped by the kinds of resources students already have, or can get, to help them complete specific tasks. Many learning tasks are accomplished using a number of different learning strategies, sometimes simultaneously and sometimes in sequence.
The purpose of this section is to respond to these important questions and provide suggestions for getting started with learning strategies instruction. Their ability to use strategies effectively and to match them appropriately with tasks has broad implications for learning both content and language.
By focusing students' attention on their resources, we emphasize their ability to take responsibility for their own learning.
However, teaching learning strategies one-by-one, giving each one a name and a definition, and using examples, gives you a way to talk to your students about thinking and learning. Learning Strategies Lists in Arabic, Chinese, French, German, Greek, Hebrew, Italian, Japanese, Korean, Portuguese, Russian, Spanish, and Swedish follow the English language version.
We also share the techniques and explain the importance of establishing a learner-centered environment in the classroom before beginning strategies instruction.
You develop a common vocabulary that will then allow you and your students to talk about how to choose and integrate strategies for different kinds of language learning tasks. In reality, we go back and forth: planning, then monitoring, then planning again, managing, organizing, etc.



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