LLS Typology
O'Malley & Chamot (1990)
* related to psycholinguistic and sociolinguistic aspects
Cognitive
Focuses on learning & manipulating learning materials continuously
E.g.:
i) Resourcing
ii) Grouping
iii) Note-taking
iv) Summarizing
Metacognitive
Involves planning, thinking, monitoring & evaluating learning
E.g.:
i) Advanced organization
ii) Advanced preparation
iii) Organizational planning
iv) Self-monitoring
v) Self-evaluation
Social Affective
Medium for social activities and interaction
E.g.:
i)Asking for clariification
ii) Cooperation
iii) Self talk
Oxford (1990)
* according to purpose and use
* based on research on cognitive & educational psychology
Direct
-Have direct impact with target language
-Require mental processing
Memory
Cognitive
Compensation
Indirect
-Provide indirect support to language learning
Metacognitive
Social
Affective
Mohamed Amin Embi (1996)
* based on influence of learning environment, setting and atmosphere
* based on second language acquisition model by Ellis (1994)
Classroom LLS
E.g.: Sitting near proficient students, asking for clarification, answer silently to oneself
Out-of-class LLS
Conversing with parents at home, discussing with friends after class, watch movies
Exam LLS
E.g.: Joining group discussion, doing exercises in workbooks, memorising essay format
Reference: Mohamed Amin Embi. Typology of Language Learning Strategies in http://issuu.com/profdramin/docs/llstypology
