use active and direct means of taking in and processing
information. interested in information that has an immediate value. prefer verba l or visuallearning analytical experiences. stylelike toindependent. be physicallylike involved to solve in learning problems and enjoy tr acking down ideas communicative authority-oriented learning and learning developing stylestyleprefer principles alike social onandtheir approach needown structure to learning and sequential p rogression. relate well to a traditional classroom. like to have clear instructi ons and to knowmotivated instrumentally exactly what theyyouarehave doing a practical goal in your language learn ing such as study integratively motivated or workyou want to learn for reasons of personal growth or cult ural enrichment extrinsic motivation you do it because of some external pressure such as rewa rd or punishment intrinsic motivation you carry out the task for its own sake. some say it lea ds to better memory cognitive compensation strategies strategies long-term learning strategies allow enable help learners learners learnerstototostore communicate understand and retrieve despite and produce information deficiencies new language in th eir language knowledge metacognitive strategies allow learners to control their own learning thr ough organising, affective strategies planninghelp andlearners evaluating gain control over their emotions, attitude s, motivations social cognitive strategies depthand thevalues morehelp decisions learners learners interact makewith about other an item peopleof language, the more they have to grapple with its central meaning, and the more likely to acqui re that itemlearning incedental learning which occurs inside the classroom but is npot p lanned by the teacher. this may occur when learners are reading or listening for example.