What are learner strategies? Different types of strategies for language learning

Aim of the research is to analyze the peculiarity of games usage at the English lessons and its effectiveness in educational process.
Objectives of the research:

1. 
   to define the vocabulary and lexical skills;
   
2. 
   to study objectives and stages of activating the lexical material;
   
3. 
   to explore the techniques of the general classification of educational games in the foreign language teaching;
   

The object of the research: different types of games and activities as a method of developing lexical skills.
The subject of the research: didactic conditions for the use of games in English teaching for children.
The methods of the research. The study has been carried out based on:

1. 
   selected method
   
2. 
   observation method
   

The structure of the work. The term paper consists of an introduction, two sections, conclusion and the list of references. The significance of the theme, aims, objectives, the theoretical and practical significance of the term paper are found in the preface of our work.


Chapter I Learner strategies. Different types of strategies. Strategies for language learning. Effects of learner strategies
1.1 What are learner strategies? Different types of strategies Strategies for language learning
Different writers have defined learner strategies in different ways. The benefits of learner strategies: specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations. Another way of looking at strategies is to focus on what happens when students use them. Steps or actions taken by the learners to improve the development of their language skills. These strategies have the power to:
• increase attention essential for learning a language
• enhance rehearsal that allows linkages to be strongly forged
• improve the encoding and integration of language material
• increase retrieval of information when needed for use
However, strategies involve more than just actions. Anita Wenden believes that strategies include three elements:
• language learning behaviours learners actually engage in to learn and regulate the learning of a second language
• what learners know about the strategies they use
• what learners know about aspects of their language learning other than the strategies they use
By talking about “what learners know”, Wenden is suggesting that strategies also involve students’ understanding of the language learning process, and of the strategies they use in learning. This kind of knowledge about learning is sometimes called “metacognition”.
Students without metacognitive approaches are essentially learners without direction and ability to review their progress, accomplishments and future learning directions.
Three different types of strategies are important in language learning. O’Malley and Chamot called these cognitive, metacognitive and social-affective strategies. Cognitive strategies work directly with the target language, and involve identifying, remembering, storing or retrieving words, sounds or other aspects of the target language. Some cognitive strategies are used mainly for learning the language, and others are important for using the language, as we explain below. (Metacognitive and social/affective strategies, which we describe below, tend to influence language learning indirectly.) In this part we present some examples of each type of cognitive strategy, using the names which have been given to the strategies in books and articles.
1. Cognitive Strategies The first group of cognitive strategies is used mainly for learning the target language. Look at the two examples described below.
a. Strategies for learning the target language