Language

Learning
Strategies
Dzunie
Dzunie Masruroh,
Masruroh,
Febiyani,
Febiyani,
Novira
Novira Anjani,
Anjani,
Firda
Firda Yuanita
Yuanita Kusuma
Kusuma Wardani
Wardani
 Strategies
It refers to to setting goals, determining actions tp achieve the
goals, and mobilizing resources to execute the actions
( Oxford, 2017).

Learning strategies are defined as “specific actions, behaviors,

steps, or techniques – such as seeking out conversation partners
or giving oneself encouragement to tackle a difficult language
task – used by students to enhance their own learning” (Scarcella
and Oxford 1992:63).
Types of Language Learning Strategies

O’Malley
O’Malley
● Cognitive
&
& ● Metacognitive
Chamot
Chamot ● Socio - Affective

(1990)
(1990)
● Cognitive
● Memory
Oxford
Oxford ● Compensatory
● Metacognitive
(1990)
(1990) ● Affective
● Social
O’MALLEY & CHAMOT LLS
CATEGORIES

Metacognitive Cognitive Socio - Affective

Involve thinking about the process of
learning, planning for learning,
monitoring comprehension or
production while it is on progress, &
self evaluation after the activity of
learning has been completed
Are more limited to specific Are related with social –
learning tasks & they involve mediating activity & transacting
more direct manipulation of the with others
learning material itself
OXFORD’S LLS CATEGORIES
Cognitive Memory Metacognitive
Are based on self – Refer to how learners Are used to help learners
regulation theories of store information for plan, control and evaluate
behavior. better memory. their learning.

Compensatory Affective Social

Are meant to Refer to how learners Are helpful for learners to
overcome knowledge identify their feelings achieve more effective
gaps, communicate in and become aware of language learning &
the target language, & the learning understand the culture of
develop strategic circumstances or tasks the language they are
competence (Oxford, that evoke them learning.
1990). (Arnold, 1999).
 Oxford’s Taxonomy of LLS

DIRECT
DIRECT
Memory
Memory Cognitive
Cognitive Compensation
Compensation
STRATEGIES
STRATEGIES
Creating mental Practicing
Guessing intelligently
linkages
Receiving & sending
Applying images & messages strategies Overcoming limitations
sounds in speaking & writing
Analyzing & reasoning

Reviewing well

Employing Action
 Oxford’s Taxonomy of LLS

INDIRECT
INDIRECT
Metacognitive
Metacognitive Affective
Affective Social
Social
STRATEGIES
STRATEGIES
Lowering your anxiety Asking questions
Centering your learning

Encouraging yourself
Arranging & planning Cooperating with others
your learning
Taking your emotional
Empathizing with
Evaluating your temperature
others
learning
FACTORS Impacted the Use of LLS
The Languages They Language
have Learned Proficiency Level
Second language learner or TOEFL, TOEIC, etc
Foreign Language learner

Individual Individual
Psychology Background
Anxiety, Willingness, Age, Aptitude, Attitude,
Motivation Gender differences, etc
Benefit of LLS
Conscious Movement Positive Outcomes
toward Goals from Strategy Use
To help learners to meet their The use of LLS is demonstrably
need of reaching their study related to student achievement &
goals proficiency

01
01 02
02 03
03 04
04
Allow learners to become more Expand the role of
self - directed teachers
Make learning easier, faster, To change the traditional
more enjoyable, more role of teachers into a new
effective, etc teacher who acts as
facilitator, helper, etc.
Implications for L2 Teaching
Assessing Styles & Strategies in the L2 Classroom
01 By assessing the learning styles & the strategy use of their students, they will be aware of their
preferences & of possible biases

Attuning L2 Instruction & Strategy Instruction to Learners’ Style Needs

02 The more that teachers know about their students’, the more effectively they can orient their L2
instruction

Remembering that No Single L2 Instructional Methodology Fits All Students

03 L2 teachers would do better to employ a broad instructional approach, creative variety to meet
the needs of all students in the class

Preparing for & Conducting L2 Strategy Instruction

04 In evaluating the success of any strategy instruction, teachers should look
for individuals’ progress toward L2 proficiency & for signs of increased
self – efficacy or motivation
 Thanks!
Do you have any questions?

CREDITS: This presentation template was created by Slidesgo, and

includes icons by Flaticon, and infographics & images by Freepik