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Learning strategies are defined as “specific actions,
behaviors, steps, or techniques—such as seeking out
conversation partners, or giving one self-encouragement to
tackle a difficult language task—used by students to enhance
their own learning. When the learner consciously chooses
strategies that suit his or her learning style and the L2 task
at hand, these strategies become a useful toolkit for active,
conscious, and purposeful self-regulation of learning. Learning
strategies can be classified into six types; the compensatory
strategies, for example, are those that help the learner make
up for missing knowledge.
A given strategy is neither good nor bad; it is neutral until
the context of its use is thoroughly considered. What makes a
strategy positive and helpful for a given learner? A strategy is
useful if the following conditions are present: (a) the strategy
relates to the L2 task at hand; (b) the strategy fits the particular
student’s learning style preferences to one degree or another;
and (c) the student employs the strategy effectivety and links
it with other relevant strategies. Strategies that fulfill these
conditions “make learning easier, faster, more enjoyable,
more self-directed, more effective, and more transferable
to new situations” (Oxford 1990, p. 8). Learning strategies
can also enable students to become more independent and
lifelong learners.
(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)
In a reading class, the text is about “World Cup host
countries in the 21st century”. Aware of the fact that “a
strategy is useful if it relates to the L2 task at hand”,
the teacher coherently offers the following instruction to
develop learners’ ability to scan texts in English:
