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Metacognitive strategis, Affective Strategies, Social Strategies - Coggle…
Metacognitive
strategis
Centering Your Learning
Overviewing and linking with already known material
Overviewing comprehensively a key concept, principle, or set of materials in an upcoming language activity and associating it with what is already known. Example : Vocabulary Expansion, learners can use techniques like flashcards, word association, and spaced repetition to memorize new words. By linking new vocabulary with known material or concepts, learners can reinforce their understanding and retention.
Paying Attention
Deciding in advance to pay attention in general to a language learning task and to ignore distractors (by directed attention), and/or to pay attention to specific aspects of the language or to situational details (by selective atten- tion). Example: Break down your study sessions, study for 30 minutes to an hour at a time, taking short breaks in between. This approach helps you maintain focus and prevents mental fatigue.
Delaying Speech Production to Focus on Listening
Deciding in advance to delay speech production in the new language either totally or partially, until listening comprehension skills are better de- veloped. Example : Active listening, before attempt to produce any speech, listen attentively to the audio or video material. Focus on understanding the meaning, context, and pronunciation of the words and phrases being used.
Arranging and Planning Your Learning
Finding Out About Language Learning
Making efforts to find out how language learning works by reading books and talking with other people, and then using this information to help improve one's own language learning.
2.Organizing
Understanding and using conditions related to optimal learning of the new language, organizing one's schedule, physical environment (e.g., space, temperature, sound, lighting), and language learning notebook.
Setting Goals and Objectives
Setting aims for language learning, including long-term goals (such as being able to use the language for informal conversation by the end of the year) or short-term objectives (such as finishing reading a short story by Friday).
Identifying the Purpose of a Language Task
Deciding the purpose of a particular language task involving listening, reading, speaking, or writing. For example, listening to the radio to get the latest news on the stock exchange, reading a play for enjoyment, speaking to the cashier to buy a train ticket, writing a letter to persuade a friend not to do something rash.
5.Planning for a Language Task
Planning for the language elements and functions necessary for an anticipated language task or situation. This strategy includes four steps: describing the task or situation, determining its requirements, checking one's own linguistic resources, and determining additional language elements or functions necessary for the task or situation.
Seeking Practice Opportunities
Seeking out or creating opportunities to practice the new language in natu ralistic situations, such as going to a second foreign language cinema, attending a party where the language will be spoken, or joining an international social club. Consciously thinking in the new language also provides practice opportunities.
EVALUATING YOUR
LEARNING
Self-Monitoring
Identifying errors in understanding or producing the new language, determin- ing 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 own progress in the new language, for instance, by check- ing to see whether one is reading faster and understanding more than 1 month or 6 months ago, or whether one is understanding a greater percentage of each conversation
Affective Strategies
Lowering your Anxiety
Using Progressive Relaxation, Deep Breathing, or Meditation
Using the technique of alternately tensing and relaxing all of the major muscle groups in the body, as well as the muscles in the neck and face, in order to relax, or the technique of breathing deeply from the diaphragm; or the technique of meditating by focusing on a mental image or sound.
Using Music
Listening to soothing music, such as a classical concert, as a way to relax.
Using Laughter
Using laughter to relax by watching a funny movie, reading a humorous book, listening to jokes, and so on.
Encouraging yourself
Making Positive Statements
Saying or writing positive statements to oneself in order to feel more con- fident in learning the new language.
Taking Risks Wisely
Pushing oneself to take risks in a language learning situation, even though there is a chance of making a mistake or looking foolish. Risks must be tempered with good judgment.
Rewarding Yourself
Giving oneself a valuable reward for a particularly good performance in the new language.
Taking your emotional temperature
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.
Using a Checklist
Using a checklist to discover feelings, attitudes, and motivations concerning language learning in general, as well as concerning specific language tasks.
Writing a Language Learning Diary
Writing 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 (teacher, friend, relative) to discover and ex- press feelings about language learning.
Social Strategies
Asking questions
Asking for Clarification or Verification
Asking the speaker to repeat, paraphrase, explain, slow down, or give examples; asking if a specific utterance is correct or if a rule fits a particular case;paraphrasing or repeating to get feedback on whether something is correct.
Asking for Correction
Asking someone for correction in a conversation. This strategy most often occurs in conversation but may also be applied to writing.
Cooperating with other
Cooperating with Peers
Working with other language learners to improve language skills. This strat- egy 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 proficient 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
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
Observing the behaviors of others as a possible expression of their thoughts and feelings; and when appropriate, asking about thoughts and feelings of others.