Now that I have defined learning strategies, I will say something about the way they
have been classified. There are many ways to classify learning strategies but most of the
studies on this issue agree on the existence of three main categories!: cognitive,
metacognitive and social∕affective (see Fig. 3.2).
Plaiuuiig
Learning
Strategies

Metacognitive
Cognitive
S о cial∕afΓective
Monitoring
Evaluating
Fig. 3.2 Metacognitive strategies as learning strategies
While much research has been done on cognitive strategies, much less has been done
about metacognitive strategies. In fact the few interested people within the field of applied
linguistics are mostly those who are trying to find the connection between autonomy and
learning strategies. The reason is their importance in the self-direction of learning:
Students without metacognitive approaches are essentially learners without
direction and ability to review their progress, accomplishments, and future learning
directions (O'Malley et al in Rubin; 1987,23).
However, metacognition is not a feature only found in self-direction. According to
Little (1996c), there are certain metaprocesses, called “intersubjective” and “metalinguistic
awareness” that
54
More intriguing information
1. ADJUSTMENT TO GLOBALISATION: A STUDY OF THE FOOTWEAR INDUSTRY IN EUROPE2. APPLYING BIOSOLIDS: ISSUES FOR VIRGINIA AGRICULTURE
3. School Effectiveness in Developing Countries - A Summary of the Research Evidence
4. Peer Reviewed, Open Access, Free
5. A Rare Case Of Fallopian Tube Cancer
6. The Tangible Contribution of R&D Spending Foreign-Owned Plants to a Host Region: a Plant Level Study of the Irish Manufacturing Sector (1980-1996)
7. The name is absent
8. ENERGY-RELATED INPUT DEMAND BY CROP PRODUCERS
9. Linkages between research, scholarship and teaching in universities in China
10. Psychological Aspects of Market Crashes