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The Anxiety and Depression Association of America (2020)
We’re not talking about general, everyday anxiousness here, but clinical anxiety — the kind that can be all-consuming and, sometimes, debilitating. When classified as a disorder, anxiety is “persistent and excessive worry” where individuals can lose rational perspective and “expect the worst, even when there is no apparent reason for concern,”

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Richards and Rodgers (1986) An approach describes how language is used and how it's constituent part interlock. It offers a model of language competence.
An approach  describes how people acquire their knowledge of the language and make statements about the conditions which will promote successful language learning.

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Anthony’s model, the approach is the level at which assumptions and beliefs about language and language learning are specified.

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Video about what is an approach?

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Teaching Approaches, Methods, Techniques and Strategies

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Edward Anthony (1963)
A method was described and overall plan for systematic presentations of language based upon a selected approach.

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Richards and Rodgers (1982) A method is defined in terms of three levels: approach, design and procedure. An approach is a theory of language and language learning. Design is a definition of linguistic content and procedure is concerned with techniques and practices in a method.

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Richards and Rodgers (1963)
Techniques were the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well.

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The Oxford Advanced Learners Dictionary (2016) defines a technique as a way of carrying out a particular task, especially in the execution of duty. For instance, new surgical techniques mean

quality treatment in a shorter time. Thus, a technique is a systematic formula by which a task is

accomplished

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What is technique meaning

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Schmeck (1983, 1988)
the term strategy has come to refer to the implementation of a set of procedures (tactics) for accomplishing something. Thus, a
learning strategy is a sequence of procedures for accomplishing learning, and the specific procedures within this sequence are called learning tac-tics.

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(Brown, 1980 who talked about learning strategies as processes that may contribute directly to learning.

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Chamot (1987, cited in Hismanoglu, 2000) went further when he attempted to define the term as processes, techniques, approaches, and actions that students take to facilitate the learning and recall of both linguistic and content areas of information.

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Wenden (1987) says ''Learning strategies are the various operations that learners use in order to make sense of their learning''

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What are learning strategies?

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Rebeca, Oxford (1990) indicated, direct learning strategies are a set of mental processes for learning, such as memory, cognitive, and compensation strategies, which influenced and were involved in foreign language learning directly.

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O'Malley and Chamot (1990, define learning strategies as "special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information"

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Oxford (1990), one way of remembering and using new vocabulary in the target language using the Structured Reviewing as an effective technique. This strategy included reviewing materials at different intervals.

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DIrect learning strategies

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Direct and indirect language learning strategies

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Oxford (2001), indirect learning strategies, is likewise divided into three categories: metacognitive, affective, and social also, explained that affective strategies are those related to students’ moods and feelings.

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Chamot (1988) emphasized the significance of generating this kind of self-awareness that promotes reflection, task procedure set-up, continuous performance check-up, and task assessment after its realization.

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Indirect Language Strategies

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Direct and indirect language learning strategies

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Carney R.N. (2011) Memory strategies refer to any of a broad set of techniques that are designed to help one remember. Such strategies range from everyday, external aids (e.g., using a planner) to internal memory strategies (e.g., mnemonic devices) that facilitate storage and retrieval from long-term memory.

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(Moely et al., 1992) Rehearsal is found to be the most frequently used strategy, followed by mental imagery, elaboration, mnemonics, and organization. Previous study also found that rehearsal is the memory strategy taught most often by teachers to their students.

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Oxford (1990)  Cognitive strategies. Have a unified common function: manipulating or transforming the target language .There are various approaches under this category, however, the common function is manipulating or transforming the target language by the learner.  An example of cognitive strategies is “ I try to talk like native English speakers “ ( Oxford ,1990, p.295 ) .There are four subsets of cognitive strategies : practicing , receiving and sending message , analyzing and reasoning , and creating structure for input and out pout . Each set has different approaches / specific strategies. The adult’s learners commonly use analyzing and reasoning strategies .These are used to understand the meaning and expression of the target language.

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Video about whats is a cognitive strategy.

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Video about whats is a cognitive strategy.

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What is COGNITIVE STRATEGY? What does COGNITIVE STRATEGY mean? COGNITIVE STRATEGY meaning

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According to Oxford (1990), compensation strategies refer to the learner finding synonyms from the context of the reading and relying on non-verbal communication, such as gestures, to communicate meaning when the exact meaning of a statement is not understood.

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Oxford (1990,p.295 ) Are used to help learners use the new language for comprehension and production regardless of the limited knowledge learners have with the new language. Making up for an inadequate repertoire of grammar , and especially vocabulary , is the purpose of compensation strategies .An example of compensation strategy is “ to understand unfamiliar English word , I make guesses “ Guessing intelligently in listening and reading , and overcoming limitations in speaking and writing are the two subsets of compensation strategies .Within the two subsets , there are ten approaches /specific strategies.

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Jurowski et al (2015) define mnemonics as systematic procedures for intensification of memory. Similarly, Bakken (2017) pointed out that mnemonic strategies are systematic procedures for enhancing memory and making information more meaningful.

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Amiryousefi&Ketabi(2011) Mnemonic is a memory-enhancing instructional strategy that involves teaching students to link new information taught to information they already know.

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Dickinson 1987: 20) Things like grouping language into meaningful units, associating new information with concepts already memorized, or placing new words and language into a sentence, conversation or story are all types of memory strategies that create links.

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(Oxford, 1990, p 294) Creating a mental link is an incredible tool when learning a language, especially English! Things like grouping language into meaningful units, associating new information with concepts already memorized, or placing new words and language into a sentence, conversation or story are all types of memory strategies that create links. The key to creating a mental link between new and old information, is that the old information must be personally meaningful to the individual. If they don’t create the link, it’s less likely to take hold.

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Words and Images

Handling language is a complex affair in the production of the documentary because the language is largely designed to be heard, not read.  A documentary producer has to write a script for the voice-over, conduct interviews and edit them to select only the most relevant and useful soundbites.  The most challenging part of the process consists of organizing the language to present information in a sequence that is compelling.

Different techniques are used to convey a message within a limited time period using images and sounds.  The most important one concerns the way you represent a person's language.  For while the subject of the interview controls what he or she chooses to say, the producer controls the choice of language and image, a producer can make an individual look strong or weak, believable or phony.

How Music Affects Emotions

Music is one of the most important techniques used to encourage viewers to have an emotional response.  Music can be added to make something look more playful, more suspenseful, more dramatic and spectacular, and more fearful.  Lots of times when we are watching, we do not notice the impact that music can have. A pretty ordinary or ambiguous image can be give a clear and dramatic meaning through the selection of music.

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تعليم الأطفال الألوان والحروف العربيه

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Teaching English letters to children with sound and image

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To review means to look back over something for evaluation or memory. ... The review of a book or movie often evaluates the work in question based on its strong and weak points, sometimes ending with a recommendation (or a dismissal). Before a big test, you might want to review ("brush up on") your notes.

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Employment strategy is made up of a combination of basic principle, strategic objectives in a medium- and long-term perspectives based on the basic ideas, a number of policies required for embodiment of the objectives, and procedures for implementing each of the policie.

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Put another way, the practice of strategy requires specific solutions for real-life situations. An approximation to strategy that helps to close the gap between theory and practice is a concept called the logical method, i.e., the logical manner by which people make strategic choices.

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The list of suggested teaching strategies presented in this document is not intended to be exhaustive. It includes a sample of strategies supported by the educational research and proven successful by faculty in enhancing student learning. After reviewing the appropriate section(s) of teaching strategies:

1. Select the strategies that comfortably address your concerns.

2. Adapt the strategies to more specifically meet your needs, if necessary.

3. Limit yourself to implementing three or four strategies over the course of the semester.

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CollinsEnglish: a temporary period of teaching in a school undertaken under supervision by a person who is training to become a teacher.

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Involves using resources to find out the meaning of
what is heard or read in the new language, or to produce messages in the new language.

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EXAMPLE: using a dictionary to find out the meaning of a specific word

SKIMMING: as identification of some general topic or information.

EXAMPLE: “reading a text quickly just to understand the main ideas”

SCANNING: scanning as identification of certain limited information.

EXAMPLE: “looking quickly for a specific point”

This group of strategies deals with working with new information and is divided into strategies of getting the idea quickly and using resources for receiving and sending messages.

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To analyze is to look closely or examine, and to reason means to form conclusions or inferences based on what we know or experience. Every time a preschooler asks questions, predicts, classifies, compares, or evaluates, they are practicing analysis and reasoning skills.

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Analysis means to examine something deeply, and reasoning means to use experiences and information to think through situations and problems. This includes asking why and how questions, problem-solving, prediction, experimentation, classification, comparison, and evaluation.

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Corder (1967) makes a distinction between input and intake. He defines input as what is available to the learner, whereas intake refers to what is actually internalized by the learner and eventually becomes part of the interlanguage system. In all contemporary SLA theories input plays a key role.

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Krashen’s (1982, 2009) monitor theory input is a key factor, and acquisition requires first and foremost exposure to comprehensible input (input that is easily processed). According to Krashen’s input hypothesis, acquisition takes place when the learner understands input that contains grammatical forms that are at a higher level than the current state of the learner’s interlanguage. For SLA to take place, learners must be exposed to comprehensible and message-oriented input. Input is the primary data base on which learners build a linguistic system.

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In VanPatten’s (1996, 2004, 2015a) model of input processing, only part of the input is filtered through intake into the developing system and eventually becomes available to the learner for output purposes. Changing the way learners process input and enriching their intake might have an effect on the developing system that subsequently should have an impact on how learners produce the target language. Input processing is concerned with those psycholinguistic strategies and mechanisms by which learners derive intake from input. In VanPatten’s theory, when learners attend or notice input and process the message, a form-meaning connection is made. Developing the learners’ ability to map one form to one meaning is therefore essential for acquisition.

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Input and output in second language acquisition 

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Input and output in second language acquisition 

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Intelligent guessing is choosing or providing an answer to a question without complete and sufficient information or certainty. Guessing is when logic and information don't provide sufficient insight to answer a question completely. ... Probability theory is one of the approach for facilitate intelligent guessing.

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Next, under the 'overcoming limitations in speaking and writing' there are eight sub strategies which are: switching to mother tongue, getting help, using mime or gesture, avoiding communication partially or totally, selecting the topic, adjusting or approximating the message, coining words

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SWITCHING TO THE MOTHER TONGUE: Using the mother tongue for an expression without translating it. This strategy may also include adding word endings from the new language onto words from the mother tongue.
GETTING HELP: Asking someone for help by hesitation or explicitly asking for the person to provide the missing expression in the target language. USING MIME OR GESTURE: Using physical motion, such as mime or gesture, in place of an expression to indicate the meaning.

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Schools Network (2014)“Metacognitive strategies refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.”

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(oxford, 1990, p.137)  Are “actions which go beyond purely cognitive devices, and which provides a way for learners to coordinate their own learning process.

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An example of metacognitive strategies is “I pay attention when someone is speaking English”. There are three subsets of strategies within metacognitive strategies : centring learning is to give a focus to the learner so that the attention could be directed toward certain language activities or skills , arranging and planning ones learning helps learners to organize so they may get maximum benefit from their energy and effort , and evaluating learning helps learners with problems like monitoring errors and evaluation of progress .

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SAGE musing: Teaching students metacognitive strategies

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SAGE musing: Teaching students metacognitive strategies

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Flavell (1979)Flavell said that metacognition is the knowledge you have of your own cognitive processes (your thinking)

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Woolfolk (2010)Metacognition comes to the meaning of the high-level thinking including the active control in the cognitive processes related to learning. Metacognition regulating thinking and learning includes three significant skills. These are “planning, monitoring and assessment”.

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What's Metacognition and Why Does it Matter?

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Oxford (1990) Refer to learners emotional, attitudes, motivation and values.

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(Oxford ,1990,p.296) Suggested that through affective strategies language learners can gain control over the above factors. She also suggested that good language learners are often the ones who know how to control their emotions and attitudes towards learning. An example of an affective strategy is “ I encourage myself to speak English even when I am afraid of making mistake.The subsets include lowering ones anxiety ,encourage oneself , and taking ones emotional temperature .

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“(Oxford, 1990, p 296).  The last category is social strategies, which refers to learner’s communication with people who use the target language. An example of a social strategy is “I try to learn about the cultures of English speakers “(Oxford, 1990, p 296). There are there subsets of social strategies and each subset consists of two specific strategies.

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The three subsets strategies are as following: asking question, cooperating with others, and empathizing with others. Among the three, asking question is the most helpful and comes closest to understanding the meaning. It’s also helps in conversation by generating response from the partner and shows interest and involvement. Cooperating with others eliminates competition and in its place brings group spirit. Empathy means to put oneself in someone else’s situation to understand that person’s point of view. Learners can social strategies to develop cultural understanding and become aware of thoughts and feeling of others.

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(Forness and Kavale, 1996). For most of us, interacting with others seems to come naturally. However, students with social challenges often lack the ability to think through and succeed in daily social situations. For these individuals, “social thinking” must be learned and practiced. Research has identified a 75% co-occurrence of social communication difficulties in children with learning differences

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(Rogers, 1983). Student-centered learning has been defined most simply as an approach to learning in which learners choose not only what to study but also how and why that topic might be of interest

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Meta-Cognitive Methods express in three general strategies: your Arrangement and Planning of your learning; Centering your learning, and Evaluating your learning efforts and outcomes. See? Meta-cognitive efforts are consciously chosen, and cognitively applied methods which focus on and amplify your learning efforts.

Arranging and planning your learning, studying and practice usually unfold into five separate tasks or techniques:

Learning about learning (finding out what you can about your individual learning strengths and weaknesses);

Planning a language goal or task;

Setting your linguistic goals and objectives;

Organizing your time and resources in view of your chosen goals and objectives; and

Identifying the purpose of your language task or tasks, outcome or objectives, such as purposeful reading, speaking, listening or writing. This is where you can leverage your learning skills immensely, by clearing the way for your clearly defined practice and execution of your chosen tasks to meet your language goals.

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Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies, methods and techniques. It provides feedback to the teachers about their teaching and the learners about their learning.

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Tuckman (1975) evaluation is a process wherein the parts, processes, or outcomes of a programme are examined to see whether they are satisfactory, particularly with reference to the stated objectives of the programme, our own expectations, or our own standards of excellence.

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The benefits are strongest when you exercise regularly. People who exercise regularly are less likely to experience anxiety than those who don't exercise (1). There are a few reasons behind this: Stress hormones: Exercise lowers your body's stress hormones — such as cortisol — in the long run.

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Psychologist Today(2018)Self-encouragement is believing in yourself and in your ability to overcome your limitations and handicaps. Self-encouragement is focusing on your strengths, positive attributes and skills instead of your weaknesses and limitations

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It means taking the emotional temperature of the people in the room. Taking the emotional temperature gives you an edge to enhance productivity. Here's an example. It was an exhausting meeting, but we knew it would be exhausting.

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Before You Give Up Learning English: An Inspiring Video for English Learners

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Verb. ask, question, interrogate, query, inquire mean to address a person in order to gain information. ask implies no more than the putting of a question. ask for directions question usually suggests the asking of series of questions.

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Here's why asking questions is important: It helps you uncover the challenges you're facing and generate better solutions to solve those problems. We're all spending too much time and energy solving the first iteration of a challenge with the first idea we have.

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Asking and Answering Questions About a Story: Reading Literature

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Teacher collaboration occurs when members of a learning community work together to increase student learning and achievement. ... Collaboration is not a task to complete then move on, it's an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

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Video about cooperative and collaborative learning 

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Video about cooperative and collaborative learning 

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Empathy is a way of connecting with other people that shows you understand that they're experiencing something meaningful—even though you may not understand exactly how it feels for them. ... Empathy is a powerful tool that can help you better understand what's driving your students' behavior and find strategies to help.