Oxford’s Classification of Langauge
Learning Strategies (LLS) (1990)
Done By: Submitted By:
AZIZI.K
HADJI.R PROFESSOR:
SOLTANI.A DEGHBOUCH.N
AGAGUENA.N
AGAGUENA.A
Oxford’s Biography
Rebecca Oxford
She currently an adjunct professor and external
evaluator for federal grants for the Graduate
Degree
She has published more than 160 articles and
Book chapters on language learners, and
teaching methods. her third book on language
learning strategies came out in 2011, and she has
forth coming books on the language of peace,
cultures of peace, and transforming higher
education.
“Rebecca Oxford's research has changed the
way the world teaches languages.”
Oxford (1990, p. 8) defines learning strategies
as specific actions taken by the learner to make
learning easier, faster, more enjoyable, more self-
directed, more effective, and more transferable to
new situations oxford(p.8).
Oxford (1990) claimed “learning strategies are steps taken
by students to enhance their own learning” (p.1). Strategies
are especially important for language learning because
they are tools for active,self-directed involvement,which is
essentialfor developing communicative competence
(LLS) for Oxford, (1992/1993: 18) are “specific actions,
behaviours, steps, or techniques that students (often
intentionally) use to improve their progress in developing
L2 skills. These strategies can facilitate the internalisation,
storage, retrieval, or use of the new language. Strategies
are tools for the self-directed involvement necessary for
developing communicative ability.”
Oxford(1990 ) sees the aim of language learning strategies as bieng
oriented towards the development of communicative competense.
She divides LLS into two main classes , direct and indirect strategies. The
strategies used directly in dealing with a new language are called direct
strategies. The three groups that belong to the direct strategies are memory,
cognitive, and compensation. The indirect strategies are used for general
management of learning. The three groups belonging to this category are
metacognitive, affective, and social strategies.
Rebicca devides LLS into two main classes direct
and indirect strategies.
Direct
LEARNING
LANGUAGE
STRATEGIES
Indirect
Memory
Strategies
Cognitive
Direct strategies
langauge
Learning
strategies Compensation
strategies
Cognitive strategies:
Include what learners think about their own learning.
such as reading for purpose , or reading for
identifying rules etc.
These are perhaps the most popular strategies with
language learners.
Memory strategies :
Show how learners remember the [Link] as
using flash card
or reviewing lessons etc .
Compensation learning strategies:
relate to what learners do to compensate their
limited knowledge in the language such as making guesses.
Learners use compensation
strategies for comprehension of the target language when
they have insufficient knowledge of the target language.
Metacognitive
Strategies
Indirect
learning Affective
strategies
strategies
Social strategies
Metacognitive strategies:Talk about the strategies
learners employ in their learning process. such as
observing own mistakes and improving on that,
or planning and following a good timetable etc.
Social strategies:
Involve the strategy that learners use or the interaction
they doto facilitate their own learning. Such as
asking for corrections from proficient speakers,
or learning the native culture etc .
Affective Strategies :
Talk about learners’ feelings, as well as what they
do to motivate them selves and to make the
learning process comfortab [Link] as relaxing
when they feel a fraid of the new language,
or rewarding them selves when they perform
well etc .
* Features of lls according to oxford (1990 P .09):
What does SILL stand for? Very
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SILL= The Strategy Inventory for Language
Learning.
SILL is a questionnaire examining the
frequency of language learning strategy use.
The SILL generates standardized data and
group summaries
but
it does not provide any space for individual’s
creative responses.
It comprises 50 items classified in 6 parts.
Each part includes strategies with similar
function. (Memory, cognitive, compensation,
metacognitive, affective & social parts).
Learners select one of the 5 options to indicate
strategy frequency.
The overall score shows how often strategies are
employed.