LEARNING STRATEGIES 
According to Nunan (2011), strategies are the mental and communicative procedures learners use in order to learn and use language.
COGNITIVE
CLASSIFYING
PREDICTING
INFERENCING
TAKING NOTES
DISCRIMINATING
CONCEPT MAPPING
INDUCING
Predicting what is to come in the learning process. Example: look at unit title and objectives and predict what will be learned
Putting things that are similar together in groups. Example: study a list of names and classify them into male and female.
Example: study a conversion and discover the rule for forming the simple past tense.
Looking for patterns and regularities.
Writing down the important information in a text in your own words.
Showing the main ideas in a text in the form of a map.
Using what you know to learn something new.
Distinguishing between the main idea and supporting information.
DIAGRAMMING
Using information from a text to label a diagram.
INTERPERSONAL
LINGUISTIC
CREATIVE
AFFECTIVE
COOPERATING
ROLE-PLAYING
Sharing ideas and learning with other students.
Example: work in small groups to read a text and complete a table.
Pretending to be somebody else and using the language for the situation you are in.
Example: you are a reporter. Use the information from the reading to interview the writer.
SKIMMING
SELECTIVE LISTENING
USING CONTEXT
SUMMARIZING
PRACTICING
CONVERSATIONAL PATTERNS
Using expressions to start conversations and keep them going. Example: match formulaic expressions to situations.
Doing controlled exercises to improve knowledge and skills. Exercise: listen to a conversation, and practice with a partner.
Using the surrounding context to guess the meaning of unknown words, phrases, and concepts.
Picking out and presenting the major points in a text in summary form.
Reading quickly to get a general idea of a text.
Example: decide if a text is a newspaper article, a letter, or an advertisement.
Listening for key information without trying to understand every word.
Example: listen to a conversation and identify the number of speakers.
REFLECTING
SELF-EVALUATING
PERSONALIZING
Learners share their own opinions, feelings, and ideas about a subject. Example: read a letter from a friend in need and give advice.
Thinking about how well you did on a learning task, and rating yourself on a scale.
Thinking about ways you learn best.
BRAINSTORMING
Thinking of as many new words and ideas as you can.
Example: work in a group and think of as many occupations as you can.
Reference
Nunan, D. (2011). Teaching English to young learners. Anaheim University Press.