Oxford’s Taxonomy of Language Learning Strategies! Direct Strategies (Those that deal directly with the language) I. Memory A. Creating mental linkages 1. 2. 3 Grouping Associating/elaborating Placing new words into context B, Applying images and sounds 1. 2. 3. 4, Using imagery Semantic mapping Using keywords Representing sounds in memory IL. Cognitive A. Practicing 1. B. 2. Repeating "Formally practicing with sounds and writing systems . Recognizing and using formulas and patterns Recombining ceiving and sending messages Getting the idea quickly Using resources for receiving and sending messages 2 3 4 5. Practicing naturalistically Re 1 II. Compensatory ‘A. Guessing intelligently 1 2. B, Overcoming limitations in speaking and writing OIANRW Using linguistic clues, Using other clues Switching to the mother tongue Getting help Using mime or gesture ‘Avoiding communication partially or totally Selecting the topic ‘Adjusting or approximating the message Coining words Using circumlocution or a synonym . Reviewing well 1. Structured reviewing . Employing action 1. Using physical response or sensation 2. Using mechanical techniques . Analyzing and reasoning 1, Reasoning deductively 2. Analyzing expressions 3. Analyzing contrastively (across languages) 4, Translating 5. Transferring . Creating structure for input 1. Taking notes 2. Summarizing 3. Highlighting Igource: Oxford, R. L. (1990): Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle. 25Indirect Strategies (Those for general management of leaming) IV. Metacognitive A. Centering your learning C. Evaluating your learning 1. Overviewing and linking with already 1, Self-monitoring known material 2. Self-evaluating 2. Paying attention 3. Delaying speech production to focus on listening B. Arranging and planning your learning 1. Finding out about language leaming 2. Organizing 3. Setting goals and objectives 4. Identifying the purpose of a language task (purposeful listening, reading, speaking, and writing) 5. Planning for a language task 6. Seeking practice opportunities V. Affective ‘A. Lowering your anxiety C. Taking your emotional temperature 1. Using progressive relaxation, deep 1. Listening to your body breathing, or meditation 2. Using a checklist 2. Using music 3. Writing a language learning 3. Using laughter diary 4, Discussing your feelings with B. Encouraging yourself someone else 1. Making positive statements 2. Taking risks wisely 3. Rewarding yourself VI. Social A. Asking questions C. Empathizing with others 1. Asking for clarification or verification 1. Developing cultural 2. ‘Asking for correction understanding 2. Becoming aware of others’ B. Cooperating with others thoughts and feelings 1. Cooperating with peers 2. Cooperating with proficient users of the new Janguage 26Chamot & O’Malley’s Taxonomy of Learning Strategies in the Classroom! 1. Metacognitive Strategies STRATEGY NAME Planning Advance Organization Organizational Planning Selective Attention Self-management Monitoring ‘Monitoring Comprehension Monitoring Production Evaluating Self-assessment Il. Cognitive Strategies STRATEGY NAME Resourcing Grouping Note-taking Igource: Chamot, A. U., STRATEGY DESCRIPTION Preview ‘Skim Gist Plan what to do Listen or read selectively Scan Find specific information Plan when, where, and how to study Think while listening Think while reading Think while speaking Think while writing Check back Keep a learning log Reflect on what you learned STRATEGY DESCRIPTION Use reference materials Classify Construct graphic organizers Take notes on idea maps, T-lists, ete. 27 STRATEGY DEFINITION Previewing the main ideas and concepts of a text; identifying the organizing principle Planning how to accomplish the learning task; planning the parts and sequence of ideas to express Attending to key words, phrases, ideas, linguistic markers, types of information Seeking or arranging the conditions that help one lear Checking one’s comprehension during listening or reading Checking one’s oral or written production while it is taking place Judging how well one has accomplished a leaming task STRATEGY DEFINITION Using reference materials such as dictionaries, encyclopedias, or textbooks Classifying words, terminology, quantities, or concepts according to their attributes Writing down key words and concepis in abbreviated verbal, graphic, or numerical form O'Malley, J. M. (1994). The CALLA Handbook. Reading MA: Addison-Wesley.Il. Cognitive Strategies (cont.) STRATEGY NAME Elaboration of Prior Knowledge ‘Summarizing Deduction/Induction Imagery Auditory Representation Making Inferences STRATEGY DESCRIPTION Use what you know Use background knowledge Make Analogies Say or write the main idea Use a rule/Make a rule Visualize Make a picture Use your mental tape recorder Hear it again Use context clues Guess from context Predict Ill. Social/Affective Strategies STRATEGY NAME Questioning for Clarification or Verification Cooperation Self-Talk STRATEGY DESCRIPTION Ask questions Cooperate ‘Work with classmates Coach each other Think positive! 28 STRATEGY DEFINITION Relating new to known information and making personal associations Making a mental, oral, or written summary of information gained from listening or reading Applying or figuring out rules to understand a concept or complete a learning task Using mental or real pictures to leam new information or solve a problem Replaying mentally a word, phrase, of piece of information Using information in the text to guess meanings of new items or predict upcoming information STRATEGY DEFINITION Gétting additional explanation or verification form a teacher other expert Working with peers to complete a task, poo! information, solve a problem, get feedback Reducing anxiety by improving ‘one’s sense of competence