Learning Styles and Language Learning Strategies
Learning Styles and Language Learning Strategies
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- Classification of language learning strategies[edit]
- Oxford taxonomy[edit]
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Language learning strategies
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Language learning strategies is a term referring to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively.[1][2] They have also been defined as ‘thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most advanced levels of target language performance’.[3] The term language learner strategies, which incorporates strategies used for language learning and language use, is sometimes used, although the line between the two is ill-defined as moments of second language use can also provide opportunities for learning.[1]
Classification of language learning strategies[edit]
O'Malley and Chamot classification[edit]
In 1990, O'Malley and Chamot[5] developed a classification of three types of language learning strategies:
Metacognitive strategies, which involved thinking about (or knowledge of) the learning process, planning for learning, monitoring learning while it is taking place, or self-evaluation of learning after the task had been completed.
Cognitive strategies, which involved mental manipulation or transformation of materials or tasks, intended to enhance comprehension, acquisition, or retention.
Social/affective strategies, which consisted of using social interactions to assist in the comprehension, learning or retention of information. As well as the mental control over personal affect that interfered with learning.
This model was based on cognitive theory, which was commended, but it was also criticized for the ad hoc nature of its third category.[8]
Oxford taxonomy[edit]
Also in 1990, Rebecca Oxford developed a taxonomy for categorizing strategies under six headings:[6]
Cognitive—making associations between new and already known information;
Mnemonic—making associations between new and already known information through use of formula, phrase, verse or the like;
Metacognitive—controlling own cognition through the co-ordination of the planning, organization and evaluation of the learning process;
Compensatory—using context to make up for missing information in reading and writing;
Affective—regulation of emotions, motivation and attitude toward learning;
Social—the interaction with other learners to improve language learning and cultural understanding.
In later years this classification system was criticized for its problems in separating mnemonic strategies from cognitive strategies, when one is a sub-category of the other,[8] and the inclusion of compensatory strategies, which are connected to how a learner uses the language, rather than learns it.
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