2. repetition, when imitating others' speech.
Resourcing.
Having recourse to dictionaries and other
materials.
Translation, that is, using their mother
tongue as a basis for understanding and/or
producing the target language.
Note-taking.
3. Deduction, conscious application of rules.
Contextualisation, when embedding a word
or phrase in a meaningful sequence.
4.
5. Question for clarification, when asking the
teacher to explain, etc.
Inferencing, when matching an unfamiliar
word against available information .
6. Group of information for chunks (Chunking).
These strategies refer to preparing the
information to learning in groups that should
allow his classification, comparison or
manipulation for later top processing
7.
8.
9. They are those cognitive strategies that allow
a bridge, or a proposition of transition of a
knowledge to other one
10. For example, the early organizers allow the
above mentioned transition emphasizing the
knowledge that the student must take as a
prerequisite to the new learning as well as a
description organized of the new knowledge
for acquiring.
14. Directed attention, when deciding in advance
to concentrate on general aspects of a task.
Selective attention, paying attention to
specific aspects of a task.
Self-monitoring, checking one's performance
as one speaks.
15. Self-evaluation, appraising one's
performance in relation to one's own
standards.
Self-reinforcement, rewarding oneself for
success.
16. 1. Nowledge of the knowledge.
2. Control of the cognitive processes.
3. Planificacion .
4. Autoregulation .
5. Evaluation.
