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Language Learning Strategies

The document discusses six major groups of language learning strategies identified by Rebecca Oxford: cognitive strategies, metacognitive strategies, memory-related strategies, compensatory strategies, affective strategies, and social strategies. These strategies involve techniques for manipulating language material, managing the learning process, linking concepts through memory, making up for gaps in knowledge, managing mood and anxiety, and working with others.

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Célia ZENNOUCHE
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22 views2 pages

Language Learning Strategies

The document discusses six major groups of language learning strategies identified by Rebecca Oxford: cognitive strategies, metacognitive strategies, memory-related strategies, compensatory strategies, affective strategies, and social strategies. These strategies involve techniques for manipulating language material, managing the learning process, linking concepts through memory, making up for gaps in knowledge, managing mood and anxiety, and working with others.

Uploaded by

Célia ZENNOUCHE
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Language Learning Strategies

Six major groups of L2 learning strategies have been identified by Rebecca Oxford.
Alternative taxonomies have been offered by O’Malley and Chamot and others.

Cognitive Strategies: they enable the learner to manipulate the language material in direct
ways: through reasoning, analysis ,note taking,
summarizing,synthesising,outlining,reorganizing information to develop stronger
schemas(Knowledge structures),practicing in naturalistic settings and practicing structures
and sounds formally.

Metacognitive Strategies: they are employed for managing the learning process overall. They
could involve for example: identifying one’s own learning style preferences and needs,
planning for an L2 task, gathering and organizing materials, arranging a study space and a
schedule ,monitoring mistakes and evaluating test success and evaluating the success of any
type of learning strategy.

Memory-Related Strategies: they help learners link one L2 item or concept with another but
do not necessarily involve deep understanding. Various memory related strategies enable
learners to learn and retrieve information in an orderly string(e.g., acronyms),while other
techniques create learning and retrieval via sounds and images(rhyming or creating a mental
picture of the word itself or the meaning of the word),a combination of sounds and
images(the keyword method),body movement(total physical response),mechanical
means(flashcards),or location(on a page or blackboard).However, memory-related strategies
do not always positively relate to L2 proficiency. In fact, the use of memory strategies in a
test taking situation had a significant negative relationship to learners’ test performance in
grammar and vocabulary.

Compensatory Strategies: they help the learner make up for missing knowledge. They
involve for example: guessing from the context in listening and reading, using synonyms and
“talking around” the missing word to aid speaking and writing; and strictly for speaking using
gestures or pause words.

Affective Strategies: they involve identifying one’s mood and anxiety level, talking about
feelings, rewarding oneself for good performance and using deep breathing or positive self-
talk, have been shown to be significantly related to L2 proficiency. However, in studies such
as that of Mullins(1992) with EFL (English as a Foreign Language)learners in Thailand,
affective strategies proved to be irrelevant to the improvement of L2 proficiency.

Social Strategies: they involve asking questions to get verification, asking for clarification of a
confusing point, asking for help in doing a language task, talking with a native speaking
conversation partner, and exploring cultural and social norms. They help the learner
understand the target culture as well as the language by working with others.

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