LLS Typology

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LLS Typology

Mohamed Amin Embi (1996)

It is based on influence of learning environment, setting and atmosphere.

Exam LLS

Joining group discussion, doing exercises in workbooks, memorising essay format

Out-of-class LLS

Conversing with parents at home, discussing with friends after class, watch movies

Classroom LLS

Example: Sitting near to proficient students, asking for clarification, answer silently to oneself

O'Malley & Chamot (1990)

It is related to psycholinguistic and sociolinguistic aspects

Social Affective

Medium for social activities and interaction

Example: Asking for clarification, cooperation, self talk

Involves planning, thinking, monitoring & evaluating learning

Example: Advanced Organization, Advance preparation, Organizational planning, Self-monitoring, Self-evaluation

cognitive

Focuses on learning & manipulating learning materials continuously

Example: Resourcing, Grouping, Note-taking, Summarizing

Oxford (1990)

It is according to purpose and use and based on research on cognitive & educational psychology.

Indirect

Provide indirect support to language learning

Affective

Social

Metacognitive

Direct

Have direct impact with target language and require mental processing

Compensation

Cognitive

Memory