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UNAM/CELE/MEDIATECA/Diplomado a Distancia
Módulo: Formación del Aprendiente
Chamot & O'Malley's Taxonomy of Learning Strategies in the Classroom
I. Metacognitive
Strategies
strategy name strategy description strategy definition
Planning
Previewing the main ideas and concepts of a text; identifying the organizing
Advanced Organization Preview principle.
Skim
Gist
Planning how to accomplish the learning task; planning the parts and sequence
Organizational Planning Plan what to do
of ideas to express.
Selective Attention .
Listen or read selectively Find specific information Attending to key words, phrases, ideas, linguistic
Scan markers, types of information
Self Management Plan when, where and
Seeking or arranging the conditions that help one learn
how to study
Monitoring
Think while listening
Monitoring Comprehension Checking one’s own comprehension during listening or reading
Think while reading
Monitoring Production Think while speaking Checking one’s oral or written production while it is taking place
Think while writing
Evaluating
Self-assessment Check back
Keep a learning log Judging how well one has accomplished a learning task
Reflect on what you II. Cognitive Strategies
learned
II. Cognitive Strategies
strategy name strategy description strategy definition
Resourcing Use reference materials Using reference materials such as dictionaries, encyclopedias or textbooks
Classify
Grouping Construct graphic Classify words, terminology, qualities, or concepts according to attributes
organizers
Take notes or idea maps, Writing down key words and concepts in abbreviated verbal, graphic or
Note Taking
T-lists, etc numerical form
Use what you know
Use background Relating new to known information and making personal association
Elaboration of Prior Knowledge
knowledge
Make analogies
Say or write the main Make mental, oral or written summary of information gained from listening or
Summarizing
idea reading
Applying or figuring out rules to understand a concept or complete a learning
Deduction/induction Use a rule/make a rule
task
Chamot, A.U. & O’Malley, J.M. (1994). The CALLA Handbook. Reading MA: Addison-Wesley.
Citado en: WEAVER, S. Y COHEN, A. (1997) “Activity #2: Defining Strategies and Strategies – Based Instruction” en Strategies – Based instruction: A teacher’s training Manual. Minneapolis:
Center for Advanced Research on Language Acquisition. Working Paper Series N° 7. pp. 27 – 28.
Texto usado con fines instruccionales
UNAM/CELE/MEDIATECA/Diplomado a Distancia
Módulo: Formación del Aprendiente
Oxford’s taxonomy of Language Learning Strategies
I. Memory
A. Creating mental linkages
1. Grouping
2. Associating/elaborating
3. Placing new words into context
B. Applying Images and sounds
1. Using Imagery
2. Semantic mapping
3. Using key words
4. Representing sounds in memory
C. Reviewing well
1. Structured reviewing
D. Employing action
1. Using physical response or sensation
2. Using mechanical techniques
II. Cognitive
A. Practising
1. Repeating
2. Formally practising with sounds and
writing systems
3. Recognizing and using formulas and
patterns
4. Recombining
5. Practising naturalistically
B. Receiving and sending messages
1. Getting the idea quickly
2. Using resources for receiving and
sending messages
C. Analyzing and reasoning
1. Reasoning deductively
2. Analyzing expressions
3. Analyzing contrastively (across
language)
4. Translating
5. Transferring
D. Creating structure for input
1. Taking notes
2. Summarizing
3. Highlighting
III. Compensatory
A. Guessing Intelligently
1. Using linguistic clues
2. Using other clues
B. Overcoming limitations in speaking and writing
1. Switching to the mother tongue
2. Getting help
3. Using mime or gesture
4. Avoiding communication partially or
totally
5. Selecting the topic
6. Adjusting or approximating the message
7. Coining words
8. Using circumlocution or a synonym
IV. Metacognitive
A. Centering your learning
1. Overviewing and looking with already
known material
2. Paying attention
3. Delaying speech production to focus on
listening
B. Arranging and planning your learning
1. Finding out about language learning
2. Organizing
3. Setting goals and objectives
4. Identifying the purpose of a language
task (purposeful listening, reading,
speaking and writing)
5. Planning for a language task
6. Seeking practice opportunities
C. Evaluating your leaning
1. Self-monitoring
2. Self-evaluating
V. Affective
A. Lowering your anxiety
1. Using progressive relaxation, deep
breathing or meditating
2. Using music
3. Using laughter
B. Encouraging yourself
1. Making positive statements
2. Taking risk wisely
3. Rewarding yourself
C. Taking your emotional temperature
1. Listening to your body
2. Using the checklist
3. Writing a language learning diary
4. Discussing your feelings with someone
else
VI. Social
A. Asking questions
1. Asking for clarification or verification
2. Asking for correction
B. Cooperating with others
1. Cooperating with peers
2. Cooperating with proficient users of the
new language
C. Empathizing with others
1. Developing cultural understanding
2. Becoming aware of others’ thoughts and
feelings
Oxford, R.L. (1990) Language learning strategies: What every teacher should know: Boston: Heinle & Heinle.
Citado en: WEAVER, S. Y COHEN, A. (1997) “Activity #2: Defining Strategies and Strategies – Based Instruction” en Strategies – Based instruction: A teacher’s training Manual. Minneapolis:
Center for Advanced Research on Language Acquisition. Working Paper Series N° 7. pp. 25 – 26.