Learning strategies



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•= specific behaviors or
•                  thought processes
•                  methods
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•that students use to learn

Strategies
•Cognitive
•Metacognitive
•Memory-related
•Compensatory strategies
•Affective
•Social

Cognitive strategy
•to manipulate the language material in direct ways
•reasoning,
•analysis,
•note-taking,
•summarizing,
•synthesizing,
•outlining,
•reorganizing information,
•practicing in naturalistic settings,
•practicing structures and sounds formally
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Metacognitive strategies
•To manage the learning process
•identifying one’s own learning style preferences and needs,
•planning the task,
•gathering and organizing materials,
•arranging a study space and a schedule,
•monitoring mistakes,
•evaluating task success,
•evaluating the learning strategy
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Memory-related strategies
•to learn and retrieve information
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•Helping techniques:
•Acronyms
•Rhyming
•Mental picture of the word
•TPR
•mechanical means (flashcards, pictures, page …)
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Compensatory strategies
•To make up for missing knowledge •guessing from the context,
•using synonyms,
•“talking around” the missing word, •using gestures or pause words
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Affective strategies
•related to L2 proficiency •identifying one’s mood and anxiety level,
• talking about feelings,
•rewarding oneself for good performance, •using deep breathing or positive self-talk
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Social strategies
•To work with others and understand the target culture as well as the language
•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,
•exploring cultural and social norms
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L2 learning strategy use is related to
•learning motivation,
•gender,
•age,
•culture,
•brain hemisphere dominance,
•career orientation,
•academic major,
•Beliefs,
•the nature of the L2 task.