Lls Taxonomy Analysis
O’Malley and Chamot’s and Oxford’s LLs Taxonomies O’Malley and Chamot (1985) LLs classification, based on Palincsar’s (1982) classification scheme consisted of metacognitive and cognitive strategies. The LLs taxonomy was devised after O’Malley et al. had conducted a study in 1983, in which seventy high-school ESL students and twenty-two teachers took part. Three instruments were used in the study: a) student interview guide and b) a parallel teacher interview guide and c) the observation form. The LLs taxonomy contains three categories: a) Metacognitive strategies, b) Cognitive strategies, and c) Social strategies, O’Malley and Chamot (1990). The taxonomy is later used as the initial model of the LLs – (vocabulary learning strategy) VLS …show more content…
It is argued by Oxford (1990) who refers to LLS taxonomy and notes that this system provides, albeit in imperfect form, a comprehensive structure for understanding strategiesʺ. She claims that her LLS system is a very useful way to examine such strategies according to many teachers’ experience. In addition, Oxford’s LLS taxonomy comprises the key strategies, i.e. cognitive (COG), metacognitive (MET), and memory (MEM), which can be accessed easily. Obviously, problems in classifying strategies remain unsolved. Besides, at present not many comprehensive structures of LLS taxonomies …show more content…
Word power facilitates fluent speaking and effective writing. It substantiates both : learners’ acquisition of knowledge and production of knowledge. It enriches learners' integrated language skills such as listening, speaking, reading and writing. Among the early studies of vocabulary acquisition in the first language (e.g., Boettcher, 1980; Carey, 1982; Craik, 1975), the study by Fang et al (1985) is particularly significant. In the course of their research they developed a methodology for measuring small gains in vocabulary knowledge. They declared that vocabulary learning from context does occur. Hence, by the help of contact with a sufficient amount of written language exposure, incidental vocabulary learning in the first language can be
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