Language Learning Strategies

- a theoretical background
 LLS examples
 Associating
 Repeating
 Reasoning deductively
 Taking notes
 Coining words
 Usining a synonym
 Self-evaluating
 Using music
 Asking for correction
 Cooperating with peers
 What are LLS?
 specific actions, behaviours, steps or techniques
that learners use (often deliberately) to improve
their progress in development of their competence
in the target language. Strategies are tools for self-
directed participation in learning, necessary for
development of communicative competence
(Oxford, 1990)
 they facilitate internalization, storage, recall or
application of information about language
 procedures for autonomous participation in
learning
Features of LLS

1. all activities undertaken in

learning: from general approaches
to learning to more specific
procedures
Features of LLS

2. involve physical and mental

activities
Features of LLS

3. problem oriented, i.e. oriented

towards a specific language task
Features of LLS

4. facilitate learning
Features of LLS

5. conscious, potentially conscious or

unconscious
Features of LLS

6. use of LLS is motivated by

learners’ desire to learn
Features of LLS

7. LLS can be changed, i.e. the existing

LLS can be adapted, new ones learnt
and acquired, and unsuccessful ones
abandoned
Features of LLS

8. oriented towards the broad goal of

development of communicative
competence
Features of LLS

9. enable learners to self regulate

their own learning and become
autonomous and effective outside
the classroom
Features of LLS

10. change and expand the role of

teachers: they help, facilitate,
advise, coordinate, diagnose,
cooperate, offer ideas and
directions, and participate in
communication
Features of LLS

11. The choice of LLS is influenced

by a number of factors.
Why LLS?
“Give man a fish and you fed him for the
day, teach him how to fish and you fed
him for life.”


 TYPES OF LLS
(O’Malley&Chamot)
 cognitive
 metacognitive
 social
 affective
Cognitive LLS
 mental steps or actions that are employed in
learning or problem solving, and that require
direct analysis, transformation or synthesis
(i.e. direct manipulation) of learning material
 include processing language in the human
mind and constitute mental processes
directly concerned with obtaining, storage,
retrieval and use of information in order to
learn
Metacognitive strategies
 involve planning of learning, setting of goals,
thinking about the learning process,
monitoring of performance and
comprehension, as well as evaluation of
results and the learning process,
 contain the aspect of learners’ awareness of
their own strategy use, i.e. conscious control
and regulation of adequate strategy use in
various learning situations,
 enable learners to analyse their own learning.
Social LLS
 entail
– cooperation with other learners,
– asking for help
– asking questions (teacher, or speakers of the
L2).
Affective LLS
 learners’ attempts to understand and gain
control over their feelings by using
– various relaxation techniques,
– self-encouragement, etc.
Learning strategies (Oxford, 1990)
1. Memory strategies
Direct strategies 2. Cognitive strategies
3. Compensation strat.

1. Metacognitive strat.
Indirect strategies 2. Affective strategies
3. Social strategies
 SILL
 Complete the questionnaire!
 What strategies can be grouped together?
 Classify them according to Oxford’s
classification.
 What is your strategic profile?
– Calculate the average for each group
– individual profile