Page 148 - Beyond Methods

136 Promoting learner autonomy
the strategies suggested by Oxford are learner-centered, that is, they represent actions taken by learners to maximize their learning po- tential.
Taxonomies of learning strategies, such as Oxford’s, have provided us with useful insights into what learners need to know and can do to plan and regulate their learning. We know from research on learn- ing strategies that, in addition to generic metacognitive, cognitive, social, and affective strategies that learners follow, there are many individual ways of learning a language successfully and that different students will approach language learning differently. We also learn
I. Memory strategies
A. Creating mental
linkages
B. Applying
images and
sources
C. Reviewing
well
D. Employing
action
A. Practicing
B. Receiving
and sending
messages
C. Analyzing
and
reasoning
D. Creating
structure for input and output
A. Guessing intelligently
B. Overcoming limitations in speaking and writing
I. Metacognitive strategies
II. Affective strategies
III. Social strategies
A. Centering your learning
B. Arranging and planning your learning
C. Evaluating your learning
A. Lowering your anxiety
B. Encouraging yourself
C. Taking your emotional
temperature
A. Asking questions
B. Cooperating with others
C. Empathizing with others
DIRECT STRATEGIES
INDIRECT STRATEGIES
II. Cognitive strategies
III. Compensation strategies
Figure 6.1 Oxford’s Strategy System