LEARNING STRATEGIES

LEARNING STRATEGIES

1. Strategies that help aid the acquisition, storage and use of information that let students learn easier, faster, in a more enjoyable way; also in a more effective way to solve the problems presented in the learning process

   • Types of strategies: Oxford´s taxonomy
     • DIRECT STRATEGIES:
       • I. Memory strategies: They help learners link a new item with something known. These devices are useful for memorizing information in an orderly string in various ways.
         • List of strategies: 1. Acronyms 2. Rhyming 3. Total physical response (the teacher gives a command in English and learners physically follow this) 4. Creating mental linkages 5. Applying images and sounds 6. Reviewing well 7. Employing actions
       • II. Cognitive strategies: They help learners make and strengthen associations between new and already known information (O'Malley and Chamot 1990; Oxford 1990, 1996) and facilitate the mental restructuring of information (Iran-Nejad et al. forthcoming).
         • List of strategies: 1. Guessing from context 2. Analyzing 3. Reasoning inductively and deductively 4. Taking systematic notes 5. Reorganizing information 6. Receiving and sending messages strategies 7. Creating structure for input and output
       • III. Compensatory strategies for speaking and writing: They help learners make up for missing knowledge when using English in oral or written communication, just as the strategy of guessing from the context while listening and reading compensates for a knowledge gap.
         • List of compensatory strategies or communication strategies include: 1. Using synonyms 2. circumlocution and gesturing to suggest the meaning 3. Guessing intelligently 4. Overcoming limitations in speaking and writing.
     • INDIRECT STRATEGIES
       • I. Metacognitive strategies: They help learners manage: • Specific learning tasks. • Several varieties exist. • Themselves as learners • The general learning process One group of metacognitive strategies helps individuals know themselves better as language learners.
         • List of self-knowledge strategies include: 1. Identifying one's own interests 2. Centering your learning 3. Arranging and planning your learning 4. Needs and learning style preferences. Learning styles are the broad approaches that each learner brings to language learning or to solving any problem. Learning styles include: - Visual vs. auditory vs. kinesthetic - Global vs. analytic - Concrete sequential vs. intuitive-random - Ambiguity-tolerant vs. ambiguity-intolerant (Ely 1989; Oxford and Ehrman 1995; Reid 1995a; Dreyer and Oxford 1996). 5. Evaluating your learning
       • II. Affective strategies: They include identifying one's feelings (e.g. anxiety, anger and contentment) and becoming aware of the learning circumstances or tasks that evoke them (Arnold, 1999). Using a language learning diary to record feelings about language learning can be very helpful, as can 'emotional checklists' (Oxford, 1990). However, the acceptability or viability of affective strategies is influenced by cultural norms. Some cultures do not encourage individuals to probe or record their own feelings in relation to learning.
         • List of strategies: 1. Lowering your anxiety 2. Encouraging yourself 3. Taking your emotional temperature
       • III. Social strategies: They facilitate learning with others and help learners understand the culture of the language they are learning
         • List of strategies: 1. Are asking questions for clarification or confirmation 2. Asking for help 3. Learning about social or cultural norms and values and studying together outside of class 4. Cooperating with others 5. Empathizing with others