This document discusses cognitive and metacognitive strategies for language learning. Cognitive strategies operate directly on incoming information to enhance learning, such as repetition, translation, note-taking, and deduction. Metacognitive strategies involve planning, monitoring, and evaluating one's own learning process rather than the learning itself. Metacognitive strategies include directing attention, self-monitoring, self-evaluation, and self-reinforcement at different stages of the learning process from planning to monitoring to evaluating outcomes.

1. SDL2

2. COGNITIVE
STRATEGIES
AND
METACOGNITIVE
ESTRATEGIES

3. Cognitive strategies
According to o’malley and
chamot, cognitive strategies operate
directly on incoming
information, manipulation it in ways that
enhances learning. Learners may use any
or all of the following strategies

4.  Repetition, when imitating other speech
 Resourcing, i.e., 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
 Deduction, i.e conscious application of
L2 rules
Cognitive Strategies

5.  Contextualisation, when embedding a
word or phrase in a meaningful sequence
 Transfer, that is using knowledge
acquired in the L1 to remember and
understand facts and sequence in the L2
 Inferencing, when matching an
unfamiliar word against available
information(a new word etc).

6. Metacognitive strategies
 According to wende, metacognitive
knowledge includes all facts learners
acquiere about their own cognitive
processes as they are applied and used to
gain knowledge and acquire skills in varied
situations. In a sense, metacognitive
strategies are skills use for
planning, monitoring, and evaluating the
learning rather than learning strategies
themselves.

7. Metacognitive Strategies
 Directed attention, when deciding in
advance to concentrate on general aspects
of a task
 Selective attention, playin attention to
specific aspects of a task
 Self-monitoring, i.e., checking one’s
performance as one speaks.
 Self- evaluation, i.e., appraising one’s
performance in relation to one’s own
standards.

8.  Self-reinforcement, rewarding one
oneself for success.
At the planing stage, also known as pre-
panning (see wenden, 1998.27) learners
identify their objectives and determine how
they will achieve them. Planning
however, may also go on while a task is
being performed. This is called planning- in-
action.

9.  Here, learners may change their
objectives and reconsider the ways in
which their will goabout achieving them.
At the monitoring stage , lenguage
learners act as ‘participant observers or
overseers of their language learning
(ibid). asking themselves, how am i
doing? Am i having difficultives with this
task?, and so on. Finally, when learners
evaluate, they do so in terms of the
outcome of their attemp to use a certain
strategy

10. According to wenden
 Learners examine the outcome of their
attempts to learn
 They access the criteria they will use to
judge it
 They apply it

11. TANIA
FLOREZ
MONTALVO