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Affective strategies, Metacognitive strategies, Social strategies - Coggle…
Affective strategies
Lowering your anxiety
Three anxiety-reducing strategies are listed here. Each has a physical component and a mental component.
Using prograssive relaxation, deep breathing, or meditation
Using laughter to relax by watching a funny movie, reading a humorous book, listening to jokes, and so on
Using music
Listening to sothing music, such as a classical concert, as a way to relax.
Rewarding yourself
Giving oneself valuable reward for a particularly good performance in the new language.
Encouraging Yourself
This set of three strategies is often forgotten by language learners, especially those who expect encouragement mainly from other people and do not realize they can provide theirown.
Making positive statements
Saying or writing positive statements to oneself in order to feel more confident in learning the new language.
Taking Risks Wisely
Pushing oneself to take risk in a language learing situation, even though there is a chance of making a mistake or looking foolish.
Rewarding yourself
Giving oneself valuable reward for a particularly good performance in the new language.
Taking Your Emotional Temperature
The four strategies in this set help learners to assess their feelings, motivations, and attitudes and, in many cases, to relate them to language tasks.
Listening to your body
Paying attention to signals given by the body. These signals may be negative, reflecting stress, tension, worry, fear, and anger, or they may be positive, indicating happiness, interest, calmness, and pleasure.
Writing a language learning diary
Writing a diary or journal to keep track of events and feelings in the process of learning a new language.
Discussing Your Feelings with Someone Else
Talking with another person like ,teacher, friend, relative to discover and express feelings about language leaming
Metacognitive strategies
Centering Your Learning
:
Help learners focus their attention and energy on specific language tasks.
Overviewing and Linking with Already Known
Material
Provides a broad overview of key concepts, principles, or sets of material for future language work, and relates them to what you already learn.
Paying Attention
Predetermines to pay overall attention to a language learning task, to ignore distractions (by directing attention), and/or to pay attention to the details of specific aspects or situations of language
Delaying Speech Production to Focus on
Listening
Immediate decision to delay some or all of the specific productions in the new language until listening comprehension is better developed
Evaluating Your Learning
: It is an ongoing process that begins with assessing work needs and continues through to designing curricula and learning experiences, facilitating learning, and supporting learning transfer.
Self-Monitoring
Identifying errors in understanding or producing the new language, determining which ones are important (those that cause serious confusion or offense), tracking the source of important errors, and trying to eliminate such errors
Self-Evaluating
Evaluating one's on progres in the new language, for instance, by checking to see whether one is reading faster and understanding more than montn or 6 months ago, or whether one is understanding a greater percentage o each
Arranging And Planing Your Learning:
Help the learners to orpanize and plan their language carning
Finding Out About Language Learning
Use this information to assess and improve your own language acquisition.
Setting Goals and Objectives
Setting aims forlanguage learning including long term goals
Planning for a Language Task
Plan the linguistic elements and features needed for the expected linguistic tasks and situations.
Organizing
Understand and take advantage of conditions related to learning new language options, organizing schedules, and unique environments
Identifying the Purpose of a Language Task
Establish objectives for specific language tasks such as listening, reading, speaking and writing.
Seeking Practice Opportunities
Seeking out or creating opportunities to practice the new language in naturalistic situations, such as going to a second foreign language cinema, attending a Darty where the anguage will be spoken or joining on incernational social club
Social strategies
Asking Question
This set of strategies involves asking someone, possibly a teacher or native speaker or even a more proficient fellow learner, for clarification, verification or correction
Asking for Clarification or Verification
Asking the speaker to repeat, paraphrase, explain, slow down, or give examples to get feedback on whether something is correct
Asking for Correction
Asking the speaker to repeat, paraphrase, explain, slow down, or give examples to get feedback on whether something is correct.
Coorperating with others
involves interaction with one or more people to improve language skills
Cooperating with Peers
Working with other language learners to improve language skills. This strategy can involve a regular learning partner or a temporary pair or small group. This strategy frequently involves controlling impulses toward competitiveness and rivalry.
Cooperating with Proficient Users of the New language
Working with native speakers or other profcient users of the new language, usually outside of the language classroom. This strategy involves par ticular attention to the conversational roles each person takes
Empathizing with Others
Empathy can be developed more easily when language learners use these two strategies
Developing Cultural Understanding
Trying to empathize with another person through learning about the culture, and trying to understand the other person's relation to that culture.
Becoming Aware of Others' Thoughts and Feelings
Obserting the behatiors of others as a possible expression of their thoughts and feelings and when appropriate, asking about thoughts and teelings of others.