Nghiên cứu về chiến lược học đọc hiểu tiếng anh của học sinh lớp 11 ở một số trường phổ thông trung học tại tỉnh thừa thiên huế

MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES
------

NGUYEN NHU HA

AN INVESTIGATION INTO LANGUAGE LEARNING
STRATEGIES APPLIED IN ENGLISH READING
COMPREHENSION BY GRADE 11 STUDENTS AT
SOME
HIGH SCHOOLS IN THUA THIEN HUE

MA THESIS IN EDUCATION

HUE, 2011


MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES
------

NGUYEN NHU HA

AN INVESTIGATION INTO LANGUAGE LEARNING
STRATEGIES APPLIED IN ENGLISH READING
COMPREHENSION BY GRADE 11 STUDENTS AT
SOME
HIGH SCHOOLS IN THUA THIEN HUE
FIELD OF STUDY:

THEORY AND METHODOLOGY OF ENGLISH
LANGUAGE TEACHING
CODE: 60.14.10

MA THESIS IN EDUCATION

SUPERVISOR: ASSOC. PROF. DR. LUU QUY KHUONG

HUE, 2011


BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
------

NGUYỄN NHƯ HÀ

NGHIÊN CỨU VỀ CHIẾN LƯỢC HỌC ĐỌC HIỂU
TIẾNG ANH CỦA HỌC SINH LỚP 11 Ở MỘT SỐ
TRƯỜNG PHỔ THÔNG TRUNG HỌC
TẠI TỈNH THỪA THIÊN HUẾ

CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP
DẠY HỌC MÔN TIẾNG ANH
MÃ SỐ: 60.14.10

LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC

NGƯỜI HƯỚNG DẪN KHOA HỌC

PGS. TS. LƯU QUÝ KHƯƠNG

HUẾ, 2011


STATEMENT OF AUTHORSHIP

I hereby acknowledge that this study is mine. The data and findings
discussed in the thesis are true, used with permission from associates, and have not
been published elsewhere.

Author
Nguyen Nhu Ha

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ACKNOWLEDGEMENTS
I would like to extend my heartfelt gratitude and appreciation to a number of
people, without whose support and involvement, this thesis would not have been
completed.
Above all, I am deeply indebted to my supervisor, Assoc. Prof. Dr. Luu Quy
Khuong, for his helpful comments and whole-hearted guidance at every stage of the
development of this study, continuous support, encouragement, and critical
feedback.
Also my warm thanks go to my colleagues and students of Quoc Hoc and
Thuan An high schools who generously and enthusiastically spent their time on my
interviews and questionnaires for helping me collect data for my study.
In addition, I am grateful to my beloved teachers and friends and Information
Resource Center at Hue University – College of Foreign Languages who have

created favorable condition for the development of this thesis.
Finally, my deep appreciation and special thanks are given to my dear husband
and my family who enormously sympathized, eagerly took more work-load and
always encouraged me while I was doing the course and the thesis.

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TABLE OF CONTENTS
Page
SUB COVER PAGE
STATEMENT OF AUTHORSHIP ......................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
TABLE OF CONTENTS ..........................................................................................1
LIST OF ABBREVIATIONS...................................................................................4
LIST OF TABLES ....................................................................................................5
LIST OF FIGURES ..................................................................................................6
LIST OF APPENDICES...........................................................................................7
ABSTRACT ...............................................................................................................8
CHAPTER 1 INTRODUCTION .............................................................................9
1.1 Overview ............................................................................................................9
1.2 Background of the Study ...................................................................................9
1.3 Reasons for the Study ......................................................................................11
1.4 Purposes of the Study ......................................................................................12
1.5 Research Questions ..........................................................................................12
1.6 Scope of the Study ...........................................................................................13
1.7 Significance of the Study ................................................................................13
1.8 Organization of the Study ................................................................................13
CHAPTER 2 LITERATURE REVIEW AND THEORETICAL
BACKGROUND .....................................................................................................14

2.1 Overview ..........................................................................................................14
2.2 Previous Studies Related to the Topic .............................................................14
2.3 Definition of Language Learning Strategies ..................................................16
2.4 Classification of Language Learning Strategies .............................................17
2.4.1 O‟Malley and Chamot (1990) ...................................................................17
2.4.2 Oxford (1990) ............................................................................................18
2.5 Language Learning Strategies Applied in English Reading Comprehension .23
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2.5.1 Definitions of Reading ..............................................................................23
2.5.2 Direct Strategies Applied to Reading Comprehension .............................24
2.5.3 Indirect Strategies Applied to Reading Comprehension ...........................28
2.6 Significance of LLSs in Language Teaching and Learning ............................33
2.7 Summary ..........................................................................................................33
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY .........................34
3.1 Overview ..........................................................................................................34
3. 2 Research Methods ...........................................................................................34
3.3 Participants.......................................................................................................34
3.4 Instruments for Data Collection.......................................................................35
3.4.1 The Questionnaires ....................................................................................36
3.4.2 The Interviews ...........................................................................................37
3.5 Data Analysis ...................................................................................................37
3.6 Data Collection Procedures .............................................................................38
3.7 Summary ..........................................................................................................39
CHAPTER 4 FINDINGS AND DISCUSSION ....................................................40
4.1 Overview ..........................................................................................................40
4.2. Findings and Discussion .................................................................................40
4.2.1. Teachers‟ Perception of Grade 11 Students‟ Application of LLSs in
Reading Comprehension ....................................................................................40

4.2.2. The 11th Grade Students‟ Perception of the Application of LLSs in
Reading Comprehension ....................................................................................46
4.2.3. LLSs GESs Frequently Employ in English Reading Comprehension .....49
4.2.4. The Difficulties GESs Meet in Applying LLSs to Reading
Comprehension ...................................................................................................54
4.3 Summary ..........................................................................................................63
CHAPTER 5 CONCLUSION AND IMPLICATIONS .......................................64
5.1 Overview ..........................................................................................................64
5.2 Summary of the Findings.................................................................................64
Implications ...........................................................................................................66
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5.3.1 To Teachers of English..............................................................................66
5.3.2 To Students ................................................................................................68
5.4 Limitation.........................................................................................................69
5.5 Suggestions for Further Studies .......................................................................70
5.6 Summary ..........................................................................................................70
REFERENCES ........................................................................................................71
APPENDICES

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LIST OF ABBREVIATIONS

1. LLSs

:

Language Learning Strategies

2. LSs

:

Learning Strategies

3. CLT

:

Communicative Language Teaching

4. GESs

:

Grade 11 students

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LIST OF TABLES
Page
Table 4.1

Teachers‟ Perception of GESs‟ Application of LLSs in Reading
Comprehension ...................................................................................41

Table 4.2

Teachers‟ Agreement on GESs‟ Least Used LLSs in Reading
Comprehension ...................................................................................45

Table 4.3

GESs‟ Use of LLSs in Reading Comprehension................................46

Table 4.4

GESs‟ Perception of the Necessity of Applying in Reading
Comprehension ...................................................................................48

Table 4.5

Frequency of six LLSs Groups Used by GESs ..................................50

Table 4.6

The Difficulties GESs Meet in Applying Memory Strategies in
Reading Comprehension ....................................................................54

Table 4.7

The Difficulties GESs Meet in Applying Cognitive Strategies in
Reading Comprehension ....................................................................56

Table 4.8

The Difficulties GESs Meet in Applying Compensation Strategies in
Reading Comprehension ....................................................................57

Table 4.9

The Difficulties GESs Meet in Applying Metacognitive Strategies in
Reading Comprehension ....................................................................58

Table 4.10

The Difficulties GESs Meet in Applying Affective Strategies in
Reading Comprehension ....................................................................59

Table 4.11

The Difficulties GESs Meet in Applying Social Strategies in Reading
Comprehension ...................................................................................61

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LIST OF FIGURES
Page
Figure 2.1.

Interrelationship Between Direct and Indirect Strategies and Among
Six Strategy Groups (Source: Oxford, 1990:15) ................................19

Figure 2.2.

Diagram of Oxford‟s Strategies Classification System
(Oxford,1990, pp.17-21).....................................................................22

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LIST OF APPENDICES

Appendix 1: Questionnaire (A) for Teachers of English
Appendix 2: Questionnaire (B) for Students
Appendix 3A: Questionnaire (C) for Students
Appendix 3B: The Findings from LLSs GESs Frequently Employ in English
Reading Comprehension
Appendix 4: Questionnaire (D) for students
Appendix 5: Interview Questions for Teachers of English
Appendix 6: Interview Questions for Students

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ABSTRACT

The purpose of this thesis was to investigate Language Learning Strategies
applied in English reading comprehension by grade 11 students (GESs) at some
high schools in Thua Thien Hue. First, it attempted to clarify teachers and students‟
perception of their application of LLSs to reading comprehension. Second, it tried
to find out LLSs the GESs frequently employed in English reading comprehension.
Finally, it identified the difficulties the GESs met in applying LLSs to reading
comprehension.
The participants of this study consisted of 10 teachers and 160 GESs at Quoc

Hoc and Thuan An high schools in Hue. The data for this thesis were collected and
analyzed based both on the quantitative and qualitative approaches.
The results of the questionnaire firstly revealed that most of the teachers and
students were well aware of the importance of LLSs, especially LLSs applied in
reading comprehension. In addition, the survey of reading comprehension strategies
was adapted from Strategy Inventory for language learning (SILL) for students as a
second/ foreign language by Oxford (1990). It was found that students had a general
tendency to use cognitive and social strategies with the highest frequency and
affective and memory, the lowest frequency. Finally, by identifying difficulties
faced by the GESs to find possible solutions, the results identified the effect
students had when applying LLSs in reading comprehension. Based on these
findings, in-deep pedagogical implications related to LLSs were made by the
researcher at the end of the research.

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CHAPTER 1
INTRODUCTION

1.1 Overview
This chapter firstly presents the rationale of the study in which the context of
the study and the reasons for the research are mentioned. Additionally, the purpose
of the research, research questions, research scope, significance and organization of
the study are also given.
1.2 Background of the Study
There has been a considerable enhancement in demand for English as a
foreign language in many countries in general and in Vietnam in particular over the
last decade. English is considered as a means and an effective key to access the
world. As we can see Vietnam is one of the developing countries where English is

learnt as the most common foreign language. Hence, it has become a compulsory
subject in the Vietnamese educational curriculum in high schools and it is an
obligation subject in the National High school Graduation Exam, along with
mathematics and literature.
In the acknowledgment of the importance of English subject, numerous
specialists in language teaching have paid much attention to discovering and
applying new methods to teaching process with the hope of enabling learners to
become more proficient in learning language. That is to say we tend to focus on
Communicative Language Teaching (CLT) and the aim of this approach is to guide
students to communicate effectively.
As we know, reading comprehension is usually recognized as an essential skill
for learners of English and one of the four practical skills to master. In high schools,
it is perhaps the most important skill to ensure success in English learning. Thus,
all students need to improve this skill.

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However, achieving the effectiveness in this ability is not an easy task. Firstly,
students might face many difficulties in learning reading process, especially in doing
reading exercises such as unfamiliar words, grammatical structures, knowledge of
cultures, and so on. The limited ability influences their learning result. Secondly, the
pedagogical practice in Vietnam is traditional. Looking at a deep-root attitude in
Vietnam towards teachers‟ states in their classrooms, we can see that teachers are
generally honored and respected. They are the most powerful people in the class and
are the source of knowledge. Students often passively depend on their teachers. These
factors affect students‟ ways of learning. They often fail to improve their autonomy in
language learning and they cannot control their learning themselves. These prevent
them from better language acquisition. Besides, one of the remarkable factors that
both teachers and students face is the load of the curriculum. They often complain

about the limited time to carry out the activities relevant to the lesson to stick to the
compulsory contents in the textbook. Therefore, students often have difficulties in
controlling their learning; managing the time to study and having very little chance to
self- direct them in order to be independent, confident and better learners. The
solutions of the challenges which learners often encounter during process of learning
are urged to provide students with appropriate learning strategies.
For some time now, it has been recognized that language learning strategies
(LLSs) play an important role in foreign language learning and teaching procedures
especially in reading comprehension process. In fact, LLSs can help to facilitate
learners‟ learning and develop their competence in both linguistic and
sociolinguistic aspects to become more proficient in learning language.
In order to raise learners‟ awareness about their learning strategies especially
in reading comprehension, one of the main tasks for students is to develop reading
strategies. Consequently, how to learn reading comprehension effectively has
become one of the hot topics that high school students focus on. However, learners
do not learn some strategies in school and they tend to learn the strategies on their
own without much guidance.
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The context of teaching and learning English mentioned above profoundly
influences students‟ language acquisition. Consequently, to become better English
reading learners, they need to have knowledge of LLSs. This could be achieved
through instructing learners to apply reading comprehension strategies to their
reading learning reality.
Therefore, the central and urgent job of teachers is to find out the students‟
LLSs that they are using first and then provide them with further strategies guidance
as well as to help them become more aware of strategies through strategies
instruction.
1.3 Reasons for the Study

LLSs play such an important part in learning English. However, not every
high school student is aware of the importance of LLSs applied in reading
comprehension. In teaching process, the fact that if teachers grasp their students‟
learning strategies, they will help them organize activities successfully and this
obviously offers opportunities for success to the students. Therefore, in teaching,
teachers should make their students access a wide range of strategies aiming at
helping them train the strategies they need most and choose the appropriate ones in
learning process. Moreover, everyone learns differently, learners may have a
decision to adjust their reading comprehension as their own personal learning style
to expand their learning. Good reading learners are also the ones who use learning
strategies effectively and employed such strategies consciously. It is clear that
learners can control their learning and make much progress when they use
appropriate learning strategies.
It has been suggested that one way to speed up the learning of a second or a
foreign language is to help the learners learn more efficiently and efficiently. To
fulfill this, teachers should assist students to use learning strategies to become
independent and confident learners.
For that reason, we cannot deny the role of teachers in classroom. They
directly encourage students to learn and use learning strategies successfully. Hence,
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because of the importance attributed to LLSs, my inspiration in this paper aims at
proposing a framework for learning strategies applied in reading comprehension
instruction in English as a foreign language in high schools in Thua Thien Hue.
1.4 Purposes of the Study
This study aims to investigate the use of LLSs in English reading
comprehension among the GESs in Thua Thien Hue. The researcher seeks to find
the following points:
-The teachers‟ and students‟ perception of the GESs‟ application of LLSs in

reading comprehension.
- Types of LLSs the GESs frequently employ in English reading
comprehension.
-The difficulties the GESs meet in applying LLSs in reading comprehension.
1.5 Research Questions
The research questions for this study will be:
1. What is the teachers‟ perception of the GESs‟ application of LLSs in
English reading comprehension?
2. What is the GESs‟ perception of their application of LLSs to reading
comprehension?
3. What types of LLSs do the GESs frequently employ in English reading
comprehension?
4. What are the difficulties the GESs meet in applying LLSs to reading
comprehension?

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1.6 Scope of the Study
This study will focus on investigating LLSs applied in English reading
comprehension by GESs at Quoc Hoc, and Thuan An high schools in Hue. This
study is an attempt to explore LLSs high schools students usually employ in their
English learning and helps to improve GESs‟ English comprehension competence.
1.7 Significance of the Study
This study will contribute to a concrete understanding of the grade 11th high
school students‟ LLSs applied to reading comprehension in Thua Thien Hue. It
might raise both the teachers and students‟ perceptions about the effect of using
strategies on reading comprehension in language learning and helps to improve
GESs‟ English reading comprehension competence.
1.8 Organization of the Study

This study consists of 5 main chapters as follows.
Chapter 1 presents the context of study, the purpose of the study, research
questions, the scope of the study and the brief outline of the thesis.
Chapter 2 is devoted to the literature review in which theoretical frameworks
on the application of LLSs in reading comprehension is carefully presented. The
previous related to the research is also included here.
Chapter 3 outlines the research methodology used aim to achieve the
objectives of the study. It is a brief description and the process of the data collection
of the research including basic type of research, participants in the study, data
collection tools and data analysis and research procedure.
Chapter 4 presents the findings and discussion of the collected data.
Chapter 5 summarizes the findings, offers implications for students and
teachers. Suggestions in English teaching and learning for further research are also
included in this chapter.

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CHAPTER 2
LITERATURE REVIEW AND THEORETICAL
BACKGROUND
2.1 Overview
This chapter focuses on literature review of LLSs applied in reading
comprehension. It, therefore firstly present a brief review of previous studies related
to the study. Secondly, it deals with the concept of LLSs including definitions and
classifications of LLSs. The overview of the application of strategies in reading
comprehension will be mentioned in the next part. And finally, it focuses on
significance of LLSs in language teaching and learning.
2.2 Previous Studies Related to the Topic
There are many studies of teaching and learning English language skills and

this issue has been greatly concerned by many researchers and educators. The
studies related to LLSs especially LLSs applied in English reading comprehension
have attracted the attention of many researchers in foreign countries as well as in
Vietnam.
Ellis (1994) assumed that successful learners use learning strategies
appropriately and flexibly, showing the ability to choose those that are suitable and
particular tasks.
With respect to O‟Malley and Chamot (1990), they undertook investigation
into the use of language strategies of more proficient readers and less proficient
readers. They considered the cognition for reading comprehension as an essential
factor in understanding how native English speakers learned to read and how
readers process text. They concluded more proficient readers varied their strategies
depending on the nature of the task and the context, while less proficient readers
deploy fewer strategic processes with the task or follow strategies that are not
appropriate for either the task or the context.
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Oxford (1990) developed this issue further by applying direct and indirect
strategies to the four language skills. Learning strategies are described as specific
self-directed actions to enhance the learners‟ own learning in learning the four skills
in general and in reading comprehension in particular.
Zhi-Hong (2007) came to conclusion that reading comprehension is closely
related to and greatly affected by learning strategies especially cognitive and
metacognitive strategies.
In addition, Cubukcu (2008) confirmed that reading comprehension could be
developed through systematic instruction in metacognitive language learning
strategies. This author finally found out that gradually learners start to think
metacognitively about the strategies they could use in order to improve their reading
comprehension to become better reader and autonomous and strategic learners.

In Vietnam, this field has also been paid attention to by many researchers.
Le Quoc Nam (2008) focused on cognitive and metacognitive strategies that
were employed by the tenth grade students at Kontum Ethnic Minority high school
for retrieval and evaluation of information. In his research, he also focused on the
link between cloze procedure and reading. The aims of his research was to find
what strategies the tenth grade students frequently use in reading comprehension
and specific difficulties that students might have with reading comprehension.
Ho Thi Ai Dung (2009) investigated “ The use of metacognitive strategies in
reading comprehension of the second-year students majoring in English at Danang
College of Foreign Languages”. In her research, she aimed to raise and examine
EFL second-year readers‟ awareness of the important role of metacognitive skills,
clarified how they have been applied these learning strategies to reading
comprehension, and suggested some effective ways of adapting them.
In summary, the above researchers have considerably contributed to
improving teaching and learning English reading comprehension. The researcher of
this study considers it is quite essential to conduct her study by applying all the
strategies (Oxford, 1990) to English reading comprehension.
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2.3 Definition of Language Learning Strategies
Language learning strategies (LLSs) have been defined in various ways by a
number of researchers. However, these definitions are the most relevant ones.
Rubin (1975) gave a broad definition of learning strategies including “the
techniques or devices which a learner may use to acquire knowledge” (p.43).
Chamot (1987) thought that LLSs means techniques, approaches or deliberate
actions that students take in order to facilitate learning, recall of both linguistic and
content information.
More specifically, O‟Malley and Chamot (1990) defined LLSs as the thoughts
or behaviors that learners employ to understand, process and retain information.

They also added LLSs as comprising of two components “behavior and thoughts.”
Meanwhile, Cohen (1998) considered language strategies as the processes of
storage, recall and application of information about a language, which learners
consciously choose and may result in action taken aim at improving the learning
and use of that language.
With regard of various definitions, Oxford‟s LLSs definition has been widely
used. According to Oxford (1990) LLSs are considered as “steps taken by students
to enhance their own study” (p.1). She described learning strategies (LSs) as
“specific actions taken by the learner to make learning easier, faster, more
enjoyable, more self-directed, more effective and more transferable to new
situations” (Oxford, 1990, p. 8). This broad definition emphasizes the process of
LLSs which is rich and exciting. She also declared learning strategies were
important for two reasons: They are not only tools for active, self-directed
involvement, which is essential for developing communicative competence but also
help learners having appropriate learning strategies to obtain greater self-confidence
and assist to make language learning more effective.
Among the definitions of LLSs presented. The one suggested by of Oxford
(1990) will be used in this study, for her definition is clear, comprehensive,
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concrete, moderate and her categories are suitable and applicable to high school
students.
2.4 Classification of Language Learning Strategies
The concentration on LLSs has attracted many researchers not only in the
definition but also in classification. The classification of LLSs is also varied by
many researchers such as Stern (1992), Ellis (1994), O‟Malley and Chamot (1990),
Oxford (1990) and so on. The following part summarizes LLS classifications
developed by two researchers who share more or less the same ideas on LLSs.
2.4.1 O’Malley and Chamot (1990)

O‟Malley and Chamot (1990, p.1) considered “learning strategies are special
ways of processing information that enhance comprehension, learning, or retention
of

the information.” There are three main subcategories in language learning

strategies: Metacognitive strategies, Cognitive strategies, and Socio/ Affective
Strategies.
Metacognitive Strategies
Metacognitive is a term used in information – processing theory to indicate an
executive function. Metacognitive strategies are strategies which involve planning
for learning, thinking about the learning process as it is taking place, monitoring
one‟s own production or comprehension as well as evaluating the learning activity.
Among the main metacognitive strategies, it is possible to include advance
organizers, directed attention, selective attention, self-management, functional
planning, self-monitoring, delayed production, and self-evaluation.
Cognitive Strategies
Cognitive strategies are more limited to specific learning tasks and they
involve more direct manipulation, the material to be learned mentally such as in
making images, inferring meaning and elaborating on previous knowledge or
physically as in grouping items to be learned, or taking notes. Repetition, resource,
translation, grouping, note taking, deduction, recombination, imagery, auditory
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representation, key word, contextualization, elaboration, transfer, inference are
among the most important cognitive strategies.
Socio/affective Strategies
As to the Socio/affective strategies, it can be stated that they are related to
social-mediating activity and transacting with others as in cooperation and

questioning for clarification are the main socio/affective strategies.
In sum, O‟Malley & Chamot (1990) divide language learning strategies into
three major types: Metacognitive: strategies for overview the processes of the
language use and learning, and for taking steps to efficiently plan and regulate those
processes. Cognitive: strategies which involve the manipulation of information in an
immediate task for the purpose of acquiring or retaining that information. Social/
Affective: strategies dealing with interpersonal relationships and those which deal
with controlling one‟s emotional constraints.
2.4.2 Oxford (1990)
In Oxford„s (1990) classification, LLSs are divided into two main classes
which are direct and indirect strategies and they are subdivided into a total of six
groups including memory, cognitive and compensation under the indirect strategies
and metacogintive, affective and social strategies are considered as indirect
strategies.

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Memory Strategies
(Direct)

Cognitive Strategies

Social Strategies
(Indirect)

(Direct)

Compensation Strategies

Affective Strategies
(Indirect)

(Direct)

Metacognitive Strategies
(Indirect)

Figure 2.1. Interrelationship Between Direct and Indirect Strategies
and Among Six Strategy Groups (Source: Oxford, 1990:15)

As far as the first class is concerned, LLSs that directly involve the target
language are called direct strategies (Oxford, 1990, p. 37). The direct strategies are
really beneficial since they help learners store and recover information. Moreover,
these strategies not only help learners produce language even when there are gaps in
knowledge but also help them understand the new language.
a )Direct Language Strategies
a1. Memory strategies (sometimes called mnemonics) such as “grouping or using
imagery, have a highly specific function: helping students store and retrieve new
information.” (Oxford, 1990, p.37). It means that we use these strategies to put new
information into long-term memory storage and retrieving it when needed for
communication. (e.g., grouping, presenting sounds in memory, structured
reviewing, using physical response).
It can be seen that the use of memory strategies is most frequently applied in
the beginning process of language learning. As the learners advance to higher level
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of proficiency memory strategies are used very little. It does not mean that the use
ceases, but the awareness of its use becomes less.

a.2. Cognitive strategies such as “summarizing or reasoning deductively, enable
learners to understand and procedure new language by many different means”
(Oxford, 1990, p.37). It means that cognitive strategies are used for forming and
revising internal mental models, receiving and producing messages in the target
language (e.g., repeating, getting the idea quickly, translating and take notes)
These strategies are of importance to improve students‟ ability such as helping
the learners to link new information, analyzing and classifying it. They are also used
to form, revise internal metal modes, receive and produce messages in the target
language.
a.3. Compensation strategies like “guessing or using synonyms, allow learners to
use language despite their often large gaps in knowledge” (e.g., switching to the
mother tongue, using other clues, getting help or using synonym) (Oxford, 1990,
p.37). Learners can use compensation strategies for comprehension of the new
language when they have insufficient knowledge of grammar and vocabulary. When
they do not know new words or expression they can guess their meaning. Moreover,
learners can bring their own life experience in order to interpret data by making
guesses.
b) Indirect Language Learning Strategies
In respect of the second language class, the strategies are called “indirect”
because “they support and manage language learning without (in many instances)
directly involving the target language” (Oxford, 1990, p. 135).
b.1. Metacognitive strategies “ allow learners to control their own cognition that is,
to coordinate the learning process by using functions such as centering, arranging,
planning, and evaluating” (Oxford, 1990, p. 135)
They include techniques used for organizing, planning, focusing and
evaluating one‟s own learning. These strategies include over viewing and linking
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