: High-level processes used for planning, monitoring, and evaluating the learning process.
: This model categorizes strategies into three hierarchical tiers: Learning Strategies in Second Language Acquisition
: Rebecca Oxford, in her seminal work Language Learning Strategies , divided strategies into Direct (Memory, Cognitive, and Compensation) and Indirect (Metacognitive, Affective, and Social). This model is widely used via the Strategy Inventory for Language Learning (SILL) . 2. The Cognitive Engine: Processing and Compensation : High-level processes used for planning, monitoring, and
The pursuit of a second language (L2) is not merely a linguistic endeavor but a complex cognitive transformation. While early theories focused on innate acquisition, modern research highlights the decisive role of —the specific actions, behaviors, and mental processes students use to enhance their own learning. These strategies serve as the "executive control" of the acquisition process, determining how effectively a learner processes, stores, and retrieves new information. 1. Taxonomies of Strategic Learning These strategies serve as the "executive control" of
: Strategies involving interaction with others or the regulation of one's emotions and motivation.
Cognitive strategies are the "workhorses" of language learning. They involve the mental structuring of information through repetition, taking systematic notes, and reasoning deductively. However, when linguistic knowledge is incomplete, —such as switching to a mother tongue or using synonyms—allow learners to maintain communication and continue the acquisition process despite gaps. 3. Metacognition: The "Manager" of Acquisition