Learning Strategies
4A20H062 陳思妤
4A2C0031 張卉萱
4A2C0036 潘思妤
Learning strategies
 Metacognitive
 Cognitive
(後設認知)
(認知)
 Socioaffective
(社會情意)
Metacognitive

(後設認知)
This is an “executive” function, strategies that
involve planning for learning, thinking about the
learning process as it is taking place, monitoring
of one’s production or comprehension, and
evaluating learning after an activity is completed.
Cognitive strategies (認知策略)
 It
is limited to specific learning tasks.
 Repetition, resourcing, translation,
grouping, note taking and so on.
Socioaffective strategies
(社會情意)
 It
has to do with social-medicating
activity and interacting with others,
actually communication strategies.
 Cooperation, question for clarification.
Communication strategies (溝通策略)
Pertain to the employment of verbal or
nonverbal mechanisms for the productive
communication of information.
 Comprehension and production can occur
almost simultaneously.

Avoidance strategies (迴避策略)
The most common type of avoidance
strategy is syntactic (文法)or lexical (單字)
avoidance within a semantic category.
 A: I lost my road.
B: You lost your road?
A: Uh,….I lost. I lost. I got lost.

Topic avoidance (主題迴避)
A whole topic of conversation might be
avoided entirely.
 For example:
They are talking about what happened
yesterday if the past tense is unfamiliar.
 Including:
Changing the subject, pretending not to
understand, simply not responding at all.

Compensatory strategies (補償策略)
 Prefabricated
patterns (預備句型)
 Code-switching (語碼轉換)
 Direct appeal for help (直接尋求幫助)
Prefabricated patterns (預備句型)

The memorization of certain stock phrases
(儲存片語) or sentences without internalized
knowledge of their components.
Code switching (語碼轉換)

Use of a first or third language within a
stream of speech in the second language.

Learners in the early stages of acquisition,
however, might code-switch-use their
native language to fill in missing
knowledge – whether the hearer knows
that native or not.
Direct appeal for help (尋求協助)

If learners stock for a particular word or
phrase, directly ask a native speaker for
the form (“How do you say_?”)

They might venture a possible guess and
then ask for verification from the native
speaker of the correctness of the attempt.
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