Oxford's (1990) Classification of Language Learning Strategies

Oxford (1990:9) sees the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main classes, direct and indirect, which are further subdivided into 6 groups. In Oxford's system, metacognitive strategies help learners to regulate their learning. Affective strategies are concerned with the learner's emotional requirements such as confidence, while social strategies lead to increased interaction with the target language. Cognitive strategies are the mental strategies learners use to make sense of their learning, memory strategies are those used for storage of information, and compensation strategies help learners to overcome knowledge gaps to continue the communication.

DIRECT STRATEGIES

I. Memory

A. Creating mental linkages
B. Applying images and sounds
C. Reviewing well
D. Employing action

II.Cognitive

A. Practising
B. Receiving and sending messages strategies
C. Analysing and reasoning
D. Creating structure for input and output

III. Compensation strategies

A. Guessing intelligently
B. Overcoming limitations in speaking and writing

INDIRECT STRATEGIES

I. Metacognitive Strategies

A. Centering your learning
B. Arranging and planning your learning
C. Evaluating your learning

II. Affective Strategies

A. Lowering your anxiety
B. Encouraging yourself
C. Taking your emotional temperature

III. Social Strategies

A. Asking questions
B. Cooperating with others
C. Emphathising with others