Languagelearningprofile 2

Language Learner Profile
Language Learning Profile
Members: Jos Palma S.

Lucas Salas F.
Class: English as a foreign language
methodology
Course: English as a Foreign Language
Methodology.
th
Concepcion,November16
,2015
INDEX
1. THEORETICAL FRAMEWORK
2. LEARNERS BACKGROUND
3. WRITTEN DIAGNOSE TEST/ TASK
4. ANALYSIS AND ASSESSMENT
5. PROPOSAL : LLS LESSON PLAN ( CHAMOTS TEMPLATE)
6. ONE TO ONE LESSON
7. DISCUSSION & CONCLUSIONS
8. REFERENCES
1.- Theoretical Framework

This Language Learning Profile (LLP) aims to develop the teaching strategies ability for
teachers in training. However, it is important to differentiate and define some concepts
according to specific authors such as Chamot (1999), Oxford (1989), Brown (2001), among
others, in order to clarify possible doubts. The following concepts are developed for the
authors named previously: English as a Foreign Language (EFL), English as a Second
Language (ESL), what learning strategies, learning styles and teaching strategies are,
besides the role of language learning strategies and learning EFL within a classroom.
Moreover, there are people who still do not know what differences between ESL and EFL
is. To solve this problem, Brown (2001) defines both concepts as:
ESL is when the
classroom target language is readily available out there
. It means that when students have
immediate contact with the target language, in this case English outside the classroom,
because the taught language is part of the society. Whereas, EFL is when
foreign language
context are those in which students do not have ready-made context for communication
beyond the classroom (Brown, 2001).
For example, in ESL situation the learner requires
understanding of L2 inside and outside the classroom. While, in EFL the learner just has
the opportunity of practice the language inside the classroom, the learning is in a
traditional way. Furthermore, EFL requires a lot of effort for part of teachers, because it is
necessary to provide opportunities to students to learn. By the differences provides for
Brown, we can conclude that in Chile EFL is taught due to the fact that students do not
have any directly connection to the language. Nevertheless, teachers are the preeminent
input of the language insides classrooms without focus on what students could listen to
music, watch films or TV series in English, what does not mean that students have a
successful learning process. As trainee teachers, we can notice undoubtedly that students
3
have different ways of learning a language, and those ways might be called
styles
(Oxford,
2003).
Furthermore, when we talk about learning process, we also refer to learning styles and
strategies. However, before to continue we have to clarify what a strategy is; Strategy
comes from the oldest Greek and it means generalship or the art of war. Nunan (1999)
expresses:
strategies are the mental and communicative procedures that learners use in
order to learn and use the language. For instance, in every learning task is at least one
strategy. Nevertheless, in some classroom students do not know the strategy, for that
they do not associate themselves with the learning. Besides, strategies are important for
the learning process, because these are tools to the students, to have in mind and to
develop their communication. Oxford (2003) defines learning styles as
the general
approaches that students use in acquiring a new language or in learning any other
subject. Meanwhile, Dunn & Griggss (1988) as cited in Oxford (2003) proposed that
learning style is the biologically and developmentally imposed set of characteristics that
make the same teaching method wonderful for some and terrible for others. Based on
both definitions we can say that styles are learner dependent rather than teacher
dependent. Therefore, learning strategies are defined as
specifications, behaviours, 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
(Oxford, 2003). Besides,
learning strategies , in addition to helping the learner to acquire,
store or to retrieve information, these also enhance the learning process making it easier,
faster, more enjoyable, more effective, and more transferrable to new situations.
Therefore, strategies are divided in 3 main categories which are Metacognitive Strategies,
Cognitive Strategies and Socioaffective Strategies (OMalley, 1985; cited in
Hismanoglu,
2000
). Metacognitive strategies are defined as the self- awareness of the learners own
comprehension and the evaluation of the learning process. On the other hand, Cognitive
strategies are limited to specific language asks and manipulate the learning material in a
4
more direct way such as repetition, transfer, inference, key words, imagery, among
others. Moreover, Socioaffective strategies tackle the relationship between social
mediating activities and transacting with others; it can be said that making questions for
clarification and cooperation are part of socioaffective strategies.
2.- Learners background
The student who was evaluated was born in Concepcin and currently lives in Penco. The
learner is called Sebastin Antonio Jara Cruces, he is 20 years old. He lives with her mother
and her sister. His previous education was at Liceo Comercial Enrique Oyarzun Mondaca.
He has had English classes since first grade at Liceo Comercial, in which he had 3 hours of
English class a week. He has been interesting in English language since 14 years old,
because of music, series and English movies. Nowadays, the learner is in first year studying
English Pedagogy at Universidad Catlica de la Santsima Concepcin. Where the learner
has an important subject that helps him to develop the four skills (listening, reading,
writing and speaking), in order to improve these ones the subject is called English
Communicative Competence: Initial level 2, it takes 10 hours a week. Unfortunately, last
semester the learner obtained bad marks in all of the skills failing the subject. However,
this semester Sebastin takes Communicative competence: initial level 2.
3.- Written diagnose test/task

Aim:
SWBAT write an email to his/her best friend inviting him/her to a party.
Description:
The following task was created for this diagnosis test. Where students have to write a
short, communicative message, between 75 and 100 words around. The instructions in
the question tell them who they are writing to and why they are writing. There are also 3
main points which tell them the content that they must to include in their answer.
This writing activity helps students to practice how to write email using the simple present
and future tense.
Instructions:
1. Your birthday is going to be soon and you will going to celebrate it.
2. Write an e-mail to your best friend inviting him/her to your party. In the e-mail you
should include:
a. When and where is going to be your party.
b. Why he/she is invited to your birthday.
c. Ask him/her if he could help you to decorate the place.
2. The e-mail must be, between 60 and 75 words.
Written Test
Hi Monserrat I wrote for inviting her to my birthday, this will be at my home. The
weekend, will come several friends and I need you help me, can you help me for decorate
my home? Because the other people they are going to arrive can not help me, also you
are my bestfriend, I wait for you at 2 oclock pm for lunch and decorate my home.
Dearkisses, see you.
Sebastian
4.- Analysis and Assessment

At the moment of choosing the learner, we were focus on a shy student or someone who
would have good availability to learn a second language. During the diagnose test, we
noticed positive and negative issues. First of all, we start to mention the positive points.
The learner was able to follows the instructions correctly, besides, he has the skills needed
to learn a foreign language. On the other hand, the learner has some grammar mistakes;
likewise the student was able to convey the ideas related to the topic. Moreover, we
noticed when the student was answering the test, he tended to respond quickly without
verifying what he wrote.
Therefore, according to the results obtained; it can be said that the learner has
deficiencies in the writing skill. We can mention some problems as word choice, spelling,
errors in tenses and structure issue. Nevertheless, it is important to consider that writing
is a continuous process in which exist different type of phases as the pre-writing stage, the
drafting stage before delivering the final answer sheet, besides it is necessary to revise
and edit what you have written and the final product goes at the end of the process.
Furthermore, the main issue found were about tenses, word order, punctuation and
spelling. When we talk about tenses, it refers to the fact that the topic of the task refers to
the simple present and the future tense. Instead of write in those tenses, the learner
wrote in past simple. For example, he wrote
I
wrote
for inviting her to my birthday
.
The learner must write
I
write
for inviting you to my birthday,
following the instructions
that was given to him.
Besides, there were not many spelling mistakes as there were punctuation mistakes; the
punctuation mistakes can be attributed to the level of proficiency might have influenced
as he is first year student of the English program. In addition, another mistake that learner
did was word order. The student wrote
The weekend, will come several friends,
where the correct use of that sentence is
several friends will come this weekend
.
8
Probably the learner confuses the use of tenses and the order of this. Another issue is the
wrong use of pronouns, which could notice some imperfections on content and
coherence.
On the other hand, the analytic rubric used to assess the writing task contains 4
dimensions and their descriptors. An analytic rubric was selected because of the use of
descriptors which help the assessor to maintain the objectivity of the evaluation.
Moreover, the maximum point for each dimension is 4 points which refers that the learner
met all the expectations and the minimum is 1. The dimensions are the following:
Accuracy, Spelling and punctuation, content and number of words. In addition, you will be
able to find the rubric used to analyze the writing task in the appendix section Figure 1
and Figure 1.1 is the rubric with the points given to the task.
5.- Proposal: LLS Lesson plan (Chamots template)

Content area:
Language, English Class
Topic:
Writing an email.
Grade:
First year University student.
Objectives:
Languages objectives
: At the end of the lesson, SWBAT invite a friend to his/her birthday
party.
Strategy objectives:
At the end of the lesson, students will be able to send an e-mail using
future tense.
Linguistic content:
Future tense to talks about an event in the future.
Communication task:
S reads examples of different types of e-mails, letters, postcards, among others.
S uses brainstorming about their previous knowledge and the new knowledge
acquired.
S writes a draft to write an e-mail with future tense.
S creates an e-mail for a friend following the main points given for the T.
Procedures:
Preparation:
T asks to the Ss if they can mention different types of ways to communicate with
people far away from them. Ss answer the question mention various types of
channels of communication, like cellphone, whatsapp, e-mails, letters, among
others. Then, T explains to the Ss that write an e-mail usually is the most formal
way of communication nowadays and provides them an example about that. E.g.
when a person want to invite someone to a formal activity, usually people writes a
letter or e-mail. This is because this types of invitation looks formal than telling the
same message orally.
10
T asks to the Ss if they wrote an invitation ever. If the Ss answer yes, T asks what
type of invitation they wrote.
Presentation:
T starts the class with a question to the Ss: What type of instruments do you know
to communicate with people or friends far away from you?
T shows different pictures with examples to the previous question before the Ss
answer it.
T presents the name of some strategies: What if I tell you that there is a strategy
that can help you to improve your quality of writing skill.
T explains the strategy and provides examples.
T asks to the Ss when they use the e-mail to communicate with their friends.
T explains we usually send an e-mail when we want to inform or invite someone
formally.
T gives examples about invitations to an event through an e-mail showing to the Ss
the structure and tense used in each example.
Practice:
T gives a sheet of paper with instructions to write a formal invitation via e-mail to a
friend.
T provide an example on the whiteboard with the structure and the type of tense
used to write an invitation.
T check the work asking to the Ss collecting the information written by them in the
worksheet.
T provides feedback about the grammar, punctuation and type of tense used for
the Ss.
T bring back to the Ss the worksheets to the Ss can edit it if they have any problem
in the redaction.
Evaluation:
T ask to the Ss the impressions they have about the type of activity.
Ss share to the T if the activity was easy or difficult for they.
T and Ss create a brainstorm with the main points of the activity.
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6.- One to one lesson

The one to one lesson took place on November 9th, 2015 at FACEA. This lesson is part of
the Language Learner Profile, which aims to answer the question
Is there any role of LLS in
teaching EFL? We applied the Chamots plannig lesson to teach a strategy according to
the previous task. In the class, teacher taught differents strategies, those give an
orientation to the learner and a sense of organization.
To start the lesson, the teacher elicited the learner information about the knowledge of
the concepts of strategies, where the learner mentioned some strategies such as; lighting,
skimming, scanning, circle and going to classes, besides the learner exposed that those
strategies he uses most. Moreover, the learner was asked if he has used any strategy
before, and he replied that he never uses strategies. The teacher asked if he re-write what
he writes, but he claimed that he does not like write again, and he just checked and
correct mistakes. Therefore, teacher presented the strategies to the learner and taught
how those strategies work.
After presented the strategies, the learner was asked to write a new email, but checking
what he was writing and putting in practice what teacher taught. His work was done by
his own and whenever he needed help, he raised his hand and asked to the teacher some
doubts. When he finished, teacher intervened and check the learners work and asked
some questions.
Finally, teachers asked if he liked the use of strategies or not, and if the use of strategies is
useful or not. Besides, teacher explained that strategies are useful in any sort of writing
task and he will definitely need these in the future.
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7.- Discussion and conclusions

First to all, as a team we believe this type of lesson plan is much difficult than a SDL or
PPP lesson plan. We think this because to create this category of lesson plan we must
dominate a big knowledge about LLS in order to teach. But this does not means that this
type of plan is a lot more difficult than the common we are accustomed to.
After the task applied to Sebastian, we think the Chamots template will be difficult for us
to evaluate by cause of the usage of other types of planifications or evaluations. But finally
we think is good to learn a new type of arrangement to evaluate the knowledge of the
students. However, to teach strategies required a lot of knowledge about LLS. Because,
teaching strategies has been useful for us and for the learner as well. Therefore, at the
moment of teaching strategies we felt a little nervous, because in Chilean context is
difficult to know if those strategies will work on the classroom.
However, one to one lesson was not so bad by the learner attitude, so the performance
was great.
13
Appendix
Fig 1.
14
Fig. 1.1
Letter Writing: My birthday

Teachers name:
/16
JOSE PALMA / LUCAS SALAS
Points: 12
Students name:
Sebastian Jara Cruces
Category
Accuracy
Writer makes no
errors in grammar,
such as tenses,
complete
sentences and
word order
Writer makes 1 -3
errors in grammar,
such as tenses,
complete
sentences and
word order
Writer makes 4-6

errors in grammar,
such as tenses,
complete
sentences and
word order
Writer makes more

than 6 errors in
grammar, such as
tenses, complete
sentences and
word order
Spelling and
punctuation
There are no
spelling or
punctuation errors
There are 1-4

spelling or
punctuation errors
There are 5-8

spelling or
punctuation errors
There are more

than 8 spelling or
punctuation errors
Content
The letter contains

all the facts about
the topic.
The letter contains

2 facts about the
topic.
The letter contains

1 fact about the
topic.
The letter contains

no facts about the
topic.
Number of words
The letter is
writing in 60 and
75 words.
The letter is
writing in 50 and
60 words.
The letter is
writing in less than
50 words.
The writing is
below 25 words.
15
8.- References
1. Brown, H. (2001).
Sociopolitical and Institutional Contexts. In Teaching by
Principles: An Interactive Approach to Language Pedagogy. White Plans: Pearson
Longman
2. Chamot et al (1999).
The Learning Strategies Handbook
. Longman: NY.
3. Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language Learning
and
Teaching.
Retrieved
November
02,
2015
from:
http://iteslj.org/Articles/Hismanoglu-Strategies.html
4. Nunan, D. (1999). Second language teaching & learning. U.S.A: Heinle&Heinle
Publishers.
5. Oxford, R. (1989).
Language Learning Strategies.
Heinle & Heinle
Publishers:Boston, Massachusett
6. Oxford, R. (2003). Language Learning Styles and strategies: an overview. Retrieved
November 01, 2015 from:
http://web.ntpu.edu.tw/~language/workshop/read2.pdf
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