learning strategy n
in general, the ways in which learners attempt to work out the meanings
and uses of words, grammatical rules, and other aspects of the language
they are learning. In first language learning, the word “strategy” is
sometimes used to refer to the ways that children process language, without
implying either intentionality or awareness. For example, in trying to
understand a sentence, a child may “use” the learning strategy that the first
mentioned noun in a sentence refers to the person or thing performing
an action. The child may then think that the sentence The boy was chased
by the dog means the same thing as The boy chased the dog. In second
language learning, a strategy is usually an intentional or potentially inten-
tional behaviour carried out with the goal of learning. A number of broad
categories of learning strategies have been identified, including cognitive
strategiessuch as analyzing the target language, comparing what is newly
encountered with what is already known in either the L1 or the L2, and
organizing information; metacognitive strategies, which include being
aware of one’s own learning, making an organized plan, and monitoring
one’s progress; social strategiessuch as seeking out friends who are native
speakers of the target language or working with peers in a classroom
setting; and resource management strategiessuch as setting aside a regular
time and place for language study. Learning strategies may be applied to
simple tasks such as learning a list of new words, or more complex tasks
involving language comprehension and production.
see also communication strategy, cognitive style, heuristic, infer-
encing, strategy training
learning stylen
also cognitive style, cognitive strategy
a particular way of learning preferred by a learner. Learners approach
learning in different ways, and an activity that works with a learner whose
learning style favours a visual mode of learning, may not be as successful
with a learner who prefers auditory or kinesthetic modes of learning.
Teachers are hence encouraged to try to recognize different learning styles
among their learners. Several different learning styles are often referred to:
1 Analyticversus globalrefers to whether the learner focuses on the details
or concentrates on the main idea or big picture.
2 Visualversus auditoryversus hands-onor tactilerefers to different
sensory preferences in learning.
3 Intuitive/random versus concrete/sequentiallearning refers to a difference
between thinking in an abstract or nonsequential way versus a focus
on concrete facts or a preference to approach learning in a step by step,
organized fashion.
learning style