Language learning strategies are steps taken by language learners to help facilitate language acquisition. Research on language learning strategies began in the 1960s and strategies have been categorized in various ways since the 1970s. Common classifications of strategies include memory, cognitive, compensatory, metacognitive, and affective strategies. Memory strategies help with vocabulary and structure memorization while cognitive strategies help make connections between new and existing knowledge. Compensatory strategies help overcome gaps in knowledge and metacognitive strategies involve self-monitoring the learning process. Affective strategies help regulate emotions and motivation during language learning.

1. Language learning Strategies

3. More concepts...
 “Any sets of operations, steps, plans, routines, used by the
learner to facilitate the obtaining, storage, retrieval, and use
of information.” - John Rubin (1987)
 “Specific actions, behaviors, steps, or techniques that
students (often intentionally) use to improve their progress in
developing skills.” - Rebecca Oxford (1990)

4. Background of Language Learning Strategies
 Research about language learning strategies had began in the 1960s.
 In 1966, Aaron Carton published his study entitled The Method of
Inference in Foreign Language Study, which was the first attempt on
learner strategies.
 In 1971, Rubin began to conduct research regarding the strategies of
successful learners. In 1975, He categorized strategies in terms of
processes contributing directly or indirectly to language learning.

5. Characteristics of language learning
strategies
 LLS are learner generated; they are steps taken by
language learner
 LLS enhance language learning and help develop
language competence, as reflected in the learner’s skills
in listening, speaking, reading and writing the L2.
 Allow learners to become more self-directed
 Expand the role of language teachers
 Are problem-oriented
 Can be taught
 Are flexible

6. Classification of LLS
 Based on the various perspective about defining learning strategies, it can be
inferred that language learning strategies can be divided into different categories.
 In fact, LLS have been categorized by many researchers and experts since the
1970s.
 1) Naiman (1978)
 2) Rubin (1981)
 3) Brown and Palinscar (1982)
 4) O’Malley and Chamot (1990)

10. Memory strategies
 Memory strategies show how
(such as using flash card, or reviewing lessons)
learners remember the language.
According to Purpura (1997)
 Memory strategies are frequently employed
for memorizing vocabulary and structures in
the early phase of language learning.

11. Cognitive strategies
 Cognitive strategies include what learners think ( such as reading for purpose, or
reading for identifying rules) about their own learning.
 Cognitive strategies help learners make
and associations between new and
already- known information.

12. Compensatory Strategies
 Compensatory strategies are related to what
learners do (such as making guess or finding
connotative ideas etc) to compensate their
limited knowledge in the language.
 Overcoming limitations in speaking
and writing.

13. Metacognitive Strategies
 Metacognitive strategies talk about the strategies
(such as observing own mistakes and improving on
that, or planning and following a good timetable)
learners employ in their process.
 The learning process in general and includes
identifying available resources or task etc.
 Arranging and planning your learning
 Evaluating your learning

14. Affective strategies
 Affective strategies talk about learner’s feelings,
as well as what they do to motivate themselves
and to make the learning process comfortable.
Such as relaxing when they feel afraid of
the new language, or rewarding themselves
when they perform well etc.

16. Sub-Sets Of Strategies:
 ‘Language use strategies’ – referring to strategies for using the language that has
been learned, however incompletely, including four sub-sets of strategies:
 Retrieval strategies’ strategies used to call up language material from storage,
for example, calling up the correct verb in its appropriate tense or retrieving the
meaning of a word when it is heard or read.
 Rehearsal strategies’ strategies for practising target language structures, for
example, rehearsing the subjunctive form for several Spanish verbs in
preparation for using them communicatively in a request in Spanish to a teacher
or boss to be excused for the day.

17. Sub-Sets Of Strategies:
 ‘Communication strategies’ (strategies used to convey a message that
is both meaningful and informative for the listener or reader, for
example, when we want to explain technical information for which we
do not have the specialized vocabulary).
 ‘Cover strategies’ (strategies for creating an appearance of language
ability so as not to look unprepared, foolish or even stupid, for
example, using a memorized going, or laughing at a joke that you did
not understand at all).