Categorising LLS

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Categorising LLS

O'Malley (1985)

Socioeffective

cooperation and questions for clarification

Require planning for learning, thinking about learning process, monitoring of ones production comprehension and evaluating learning after an activity is completed

Repetition, translation, note taking, contextualization, elaboration, etc.

Limited to certain learning task consisting more direct manipulation of learning material

Rubin (1987)

Contribute indirectly towards learning

Activities that expose learners to practise their knowledge

Communication

less directly related to language learning since their focus is on the process of participating in a conversation and getting meaning across or clarifying what the speaker intended.

Oxford (1990)

Indirect

Social

The interaction with other learners to improve language learning and cultural understanding

Affective

Emotions, motivation and attitude towards learning

Metacognitive

Controlling own cognition through the co-ordination of the planning, organisation and evaluation of the learning process

Direct

Compensation

Using context to make up for missing information in reading and writing

Cognitive

Making associations between new and already known information

Memory

Making associations between new and already known information through use of formula, phrase, verse