Compensation strategies Language Learners

strategies are intended to make up for an inadequate repertoire of grammar and, especially, of vocabulary. Ten compensation strategies exist, clustered into two sets: guessing intelligently in listening and reading, and overcoming limitations in speaking and writing. Guessing strategy, sometimes called interfencing, involve using a widely variety of clues —linguistic and non- linguistic —to guess the meaning when the learners do not know all the words. Good language learners mostly make educated guesses. On the other hand, less adept language learner often panic tune out, or find dictionary and try to look up every unfamiliar word. Advanced learners and even native speakers use guessing when they have not heard something well enough, when they do not know a new word, or when the meaning is hidden between the lines. Guessing is actually just a special case of the way people typically process new information —interpretating the data by using the immediate context and their own life experience. Compensation strategy allows learners to produce spoken or written expression in the new language without complete knowledge. Many compensation strategies for production are used to compensate for a lack of appropriate vocabulary, but these strategies can also be used to make up for a lack of grammatical knowledge. Compensation strategies for production help learners to keep on using the language, thus obtaining more practice. a Guessing intelligently The two strategies which contribute to guessing intelligently refer to two different kinds of clues: linguistic and non-linguistic. 1. Using linguistic clues Seek and use language-based clues in order to guess the meaning of what is heard or read in the target language. Language-based clues may come from aspects of the target language that the learners already know, from the learners‘ own language or from another language. 2. Using other clues Non language clues may come from a wide variety of sources: knowledge of context, situation, text structure, personal relationship, topic or general world knowledge. Learners should be able to seek and use clues that are not language-based in order to guess the meaning of what is heard or read in the target language, in the absence of complete knowledge of vocabulary, grammar, or other target language elements. b Overcoming limitations in speaking and writing Eight strategies are used for overcoming limitations in speaking and writing. Some of these are dedicated solely to speaking, but some can be used for writing as well. 1. Switching to the mother tongue This strategy is likely using the mother tongue for an expression without translating it. 2. Getting help Asking for help by hesitating or explicitly asking for the person to provide the missing expression in the target language is the implementation of this strategy. 3. Using mime or gesture Learners are able to indicate the meaning in a place of expression, physical motion, such as mime or gesture that is commonly used. 4. Avoiding communication partially or totally This strategy may involve avoiding communication in general, avoiding certain topics, avoiding specifics expressions, or abandoning communication in mid-utterance. Learners partially or totally avoid communication when difficulties are anticipated. 5. Selecting the topic the explanation for this strategy can be explained as choosing the topic of conversation in order to direct communication to one‘s own interest and make sure the topic is one in which the learners has sufficient vocabulary and grammar to converse. 6. Adjusting or approximating the message Altering the message by omitting some item of information, making ideas simpler or less precise, or saying something slightly different that means almost the same thing is the implementation of this strategy. 7. Coining words Making up new words to communicate the desired idea is the example use of this strategy 8. Using circumlocution or synonym Getting the meaning across by describing the concept circumlocution or using a word that means the same thing synonym is the implementation of this strategy.

d. Metacognitive Strategy

Metacognitive means beyond, beside, or with the cognitive. Metacognitive strategies are actions which go beyond purely cognitive devices, and which provide a way for learners to coordinate their own learning process. Metacognitive are essential for successful language learning. Many learners lose their focus because of many problems, for example unfamiliar vocabulary, confusing rules, different writing systems, seemingly inexplicable social customs, and untraditional instructional approaches. Those problems can be regained by the conscious use of metacognitive strategies such as paying attention and overwhelminglinking with already familiar material. Other metacognitive strategies help learners to arrange and plan their language learning in an efficient and effective way. The metacognitive strategy of seeking practice opportunities is especially important. Learners who are seriously interested in learning a new language must take responsibility to seek as many practice opportunities as possible, usually outside of the classroom. Sometimes, language learners have problems in realistically monitoring their errors. This problem can be coped by the use of metacognitive strategy of self monitoring and self evaluating. Detailed definitions of metacognitive strategies are given below. a Centering Your Learning This set of three strategies help learners to converge their attention and energies on certain language tasks, activities, skills, or materials. Use of these strategies provides a focus for language learning. 1. Overviewing and Linking with Already Known Material Overviewing comprehensively a key concept, principle, or set of materials in an upcoming language activity and associating it with what is already known. This strategy can be accomplished in many different ways, but it is often helpful to follow three steps: learning why the activity is being done, building the needed vocabulary, and making the association. 2. Paying Attention This strategy can be defined as deciding in an advance to pay attention in general to a language learning task and to ignore distracters, andor to pay attention to specific aspects of the language or to situational details. 3. Delaying Speech Production to Focus on Listening This strategy can be explained as deciding in advance to delay speech production in the new language either totally or partially until listening skills are developed. b Arranging and Planning Your Learning This set contains six strategies, all of which help learners to organize and plan so as to get the most out of language learning. Below are the discussions of each strategy. 1. Finding Out About Language Learning This strategy can be defined as making efforts to find out how language learning works by reading books and talking with other peo ple, and then using this information to help improve one‘s own language learning.