Oxford, Rebecca L. (s.a.). Language Learning Strategies: What Every Teacher Should Know.

Boston, MA: Heinle & Heinle Publishers.

Maybe it is a good idea to group the skills as follows:

It could be a good idea to place the different strategies into this schema. It is also a good idea to include the connection with the full frame of competences
from Lineamientos Curriculares, including general competences and specific competences.

Classes Groups Sets Strategies Skills

R W L S
Direct Memory Creating mental linkages Grouping R L
Strategies Strategies Associating / elaborating R L
Placing new words into a context R W L S
Applying images and Using imagery R L
sounds Semantic mapping R L
Using keywords R L
Representing sounds in memory R L S
Reviewing well Structured reviewing R W L S
Employing action Using physical response or sensation R L
 Using mechanical techniques R W L
Cognitive Practicing Repeating R W L S
Strategies Formally practicing with sounds and writing systems W L S
Recognizing and using formulas and patterns R W L S
Recombining W S
Practicing naturalistically R W L S
Receiving and sending Getting the idea quickly R L
messages Using resources for receiving and sending messages R W L S
Analyzing and reasoning Reasoning deductively R W L S
Analyzing expressions R L
Analyzing contrastively (across languages) R L
Translating R W L S
Transferring R W L S
Creating structure for Taking notes R W L
input and output Summarizing R W L
Highlighting R W L
Compensation Guessing intelligently Using linguistic clues R L
Strategies Using other clues R L
Overcoming limitations in Switching to the mother tongue S
speaking and writing Getting help S
Using mime or gesture S
Avoiding communication partially or totally S
Selecting the topic W S
Adjusting or approximating the message W S
Coining words W S
Using circumlocution or synonym W S
Indirect Social Strategies Asking questions Asking for clarification or verification R L
Strategies Asking for correction W S
Cooperating with others Cooperating with peers R W L S
Cooperating with proficient users of the new language R W L S
Empathizing with others Developing cultural understanding R W L S
Becoming aware of others’ thoughts and feelings R W L S
Affective Lowering your anxiety Using progressive relaxation, deep breathing, or meditation R W L S
Strategies Using music R W L S
Using laughter R W L S
Encouraging yourself Making positive statements R W L S
 Taking risks wisely R W L S
Rewarding yourself R W L S
Taking your emotional Listening to your body R W L S
temperature Using a checklist R W L S
Writing a language learning diary R W L S
Discussing your feelings with someone else R W L S
Metacognitive Centering your learning Overviewing and linking with already known material R W L S
Strategies Paying attention R W L S
Delaying speech production to focus on listening L S
Arranging and planning Finding out about language learning R W L S
your learning Organizing R W L S
Setting goals and objectives R W L S
Identifying the purpose of a language task (purposeful L/R/S/W) R W L S
Planning for a language task R W L S
Seeking practice opportunities R W L S
Evaluating your learning Self-monitoring R W L S
Self-evaluating R W L S