Copyright © 2011. Taylor & Francis Group. All rights reserved.

Concept 6.1 Comparison of strategy instruction models

Models by different theorists

Phase Oxford (1990, updated 2006) O’Malley and Chamot (2004, 2005); Grenfell and Harris Macaro (2001a, 2001b)
Chamot (1990) Chamot, Barnhardt, (1999) Note: His phase
El-Dinary, and numbers are shown as
Robbins (1999) letters below for clarity.

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1 Prepare: Identify Current Students Preparation: Teacher
Strategies, Raise Initial identify their identifies students’
Awareness: Students identify current learning current learning
current strategies for familiar strategies strategies for familiar
tasks. Optional: Strategy tasks.
awareness games. Teacher
considers motivational and
cultural issues regarding
strategy instruction.

2 Continue to Raise Awareness: Awareness Raising: A. Raise the awareness

Learners do a task “cold,” Learners do a task of students
i.e., without any strategy “cold.” They B. Explore possible
instruction. They discuss brainstorm the strategies available
how they did it (strategies). strategies used. Class
Brainstorming of strategies shares strategies that

Oxford, R. L. (2011). Teaching and researching : Language learning strategies. ProQuest Ebook Central <a
that work for learners on work for them.
common types of tasks.

3 Model and Name Strategies: Teacher Presentation: Teacher Modelling: Teacher C. Modelling by teacher
Teacher (or a strategic learner) explains models, names, demonstrates new and/or by other student
names and models additional explains new strategy; strategies,
(demonstrates) and explains strategies asks students if and emphasises their
new strategies, stressing the how they have used it. value and draws up a
ST RAT EG Y I N ST RUC T I O N AN D OT HE R F O R M S O F S T R A T E GY A S S I S T A NC E

potential benefits. checklist of strategies

for subsequent use.
185

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186

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Concept 6.1 Comparison of strategy instruction models (continued)
Models by different theorists

Phase Oxford (1990, updated 2006) O’Malley and Chamot (2004, 2005); Grenfell and Harris Macaro (2001a, 2001b)
Chamot (1990) Chamot, Barnhardt, (1999) Note: His phase
El-Dinary, and numbers are shown as
Robbins (1999) letters below for clarity.

4 Practise: Use, Combine, and Teacher Practice: Students General practice: D. Combining
Monitor Strategies: Learners provides practise new strategy; Learners are given a strategies for a specific
practise the new strategies and opportunities in subsequent strategy range of tasks to purpose or task
make strategy combinations for practice practice, teacher deploy new

Oxford, R. L. (2011). Teaching and researching : Language learning strategies. ProQuest Ebook Central <a
E. Application of
(strategy chains) as needed for fades reminders to strategies.
strategies with
tasks; they simultaneously encourage independent
scaffolded support
monitor use. strategy use.
TEACHING AND RESEARCHING LANGUAGE LEARNING STRATEGIES

5a Evaluate and Transfer: Learners Self-evaluation: F. Initial evaluation by

evaluate effectiveness of Students evaluate students
strategies. Teacher or learner their own strategy use
shows how strategy can be immediately after
transferred to other tasks. practice.

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5b Expand and Adapt: Learners Expansion: Students Action Planning: G. Gradual removal of
apply strategies to further transfer strategies to Learners are guided scaffolding
tasks, making choices about new tasks, combine to select strategies
which to use, how to link them strategies into that will help them
into strategy chains. Teacher clusters, develop address their
releases control, fades strategy repertoire of preferred particular difficulties.

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reminders. strategies. Further practice
and fading out of
reminders to use
strategies.

6 Learners Continue to Increase Teacher assists Assessment: Teacher Evaluation: Teacher H. Evaluation by
(leads Ownership: Learners continue learners in assesses students’ guides learners to students (and teacher)
back to monitor use and evaluate evaluating their use of strategies evaluate progress I. Monitoring strategy
to 1) success. Phase can also success with the and impact on and strategy use and use and rewarding effort
include formal assessment new strategies performance. to set themselves
and impact on performance. new goals. (Continue cycle)
Increase learner ownership
via discussions, bulletin
board, think-pair-share.
(Continue cycle)
Sources: Adapted from Chamot (2005) and Harris (2003) with additions by R. Oxford.

Oxford, R. L. (2011). Teaching and researching : Language learning strategies. ProQuest Ebook Central <a
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