Learning strategies


Choices of learning strategies are strongly influenced by the nature of learners’ motivation, cognitive style, and personality, as well as by specific contexts of use and opportunities for learning.

Many studies in SLA have ventured out to identify which strategies are used by relatively good language learners and are the best tools for active learning, 3 strategies have been identified to be the most effective ones for language learner:

1. Cognitive strategies

Operate directly on incoming information, manipulating it in ways that “enhance learning”. Some of these strategies are


§  Repetition: imitating other people's speech overtly or silently.

§  Directed Physical Response

§  Translation

§  Grouping: organizing learning on the basis of “common attributes”

§  Deduction: making an assumption.

§  Recombination or Reconstructuring

§  Imagery: visualizing information for memory storage

§  Auditory Representation: keeping a sound or sound sequence in the mind.

§  Key Word: using key word memory techniques.

§  Contextualization: placing a word or phrase in a meaningful language sequence.

§  Elaboration: relating new information to other concepts in memory.

§  Transfer: using previous knowledge to help language learning.

§  Question for Clarification: asking a teacher or native speaker for the explanation.

2. Metacognitive strategies

Used for planning, monitoring, and evaluating the learning activity.
The following are some of the metacognitive strategies


§  Directed Attention: deciding to concentrate on general aspects of a learning task.

§  Selective Attention: deciding to pay attention to specific parts of the language input or the situation that will help to learn.

§  Self-management: trying to arrange the appropriate conditions for learning.

§  Advance Preparation: planning the linguistic components for a forthcoming language task.

§  Self-monitoring: checking one's performance as one speaks.

§  Delayed Production: deliberately postponing speaking so that one may learn by listening.

§  Self-evaluation: checking how well one is doing against one's own standards.

3. Social and affective strategies

Involve interacting with another person to assist learning or using the control to assist a learning task. These strategies are:


§  Questioning for Clarification: Asking for the explanation, verification, rephrasing, or examples about the material, task, and question itself.

§  Cooperation: Working together with peers to solve a problem, pool information, check a learning task, or get feedback on oral or written performance.

§  Self-talk: Reducing anxiety by using mental techniques that make one feel competent to do the learning task.

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