| Strategies items | Description |
| Metacognittive Strategies |
|
| Advanced organizers | Making a general but comprehensive preview of the concept or principle in an anticipated learning activity. |
| Direct attention | Deciding in advance to attend in general to a learning task and to ignore irrelevant distracters. |
| Selective attention | Deciding in advance to attend specific aspects of language input or situational details that will cue the retention of language input. |
| Advance preparation | Planning for and rehearsing linguistic component necessary to carry out an upcoming language task |
| Self-monitoring | Correcting one’s speech for accuracy in pronunciation, grammar, vocabulary, or for appropriateness related to the setting or to the people who are present. |
| Self-evaluation | Checking the outcomes of his language learning against an internal measure of completeness and accuracy. |
| Cognitive Strategies |
|
| Repetition | Imitating a language model, including overt practice and silent rehearsal. |
| Recoursing | Defining or expanding a definition of a word or concept through use of target reference material. |
| Direct physical response | Relating new information to physical actions as directive. |
| Translation | Using the first language as a base for understanding and/or producing the second language. |
| Grouping | Reordering or reclassifying and perhaps labeling the material to be learned based on common attributes. |
| Note-taking | Writing down the main idea, important points, outline, or summary of information presented orally or in writing. |
| Deduction | Consciously applying rules to produce or understand the second language. |
| Imagery | Relating new information to visual concepts in memory via familiar easily retrievable visualization, phrases, or locations. |
| Contextualization | Placing a word or phrase in a meaningful language sequence. |
| Elaboration | Relating new information to other concepts in memory. |
| Transfer | Using previously acquired linguistic and/or conceptual knowledge to facilitate a new language learning task. |
| Inferencing | Using available information to guess meanings of new items, predict outcomes, or fill in missing information. |
| Social/affective |
|
| Cooperation activity. | Working with one or more peers to obtain feedback, pool information, or model a language |
| Question for classification | Asking a teacher or other native speaker for repetition, paraphrasing, explanation, and/or examples. |