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1. (Richard) A method is an application of an approach in the context of language teaching.
2. (Brown) Method is a generalized set of classroom specification for accomplishing linguistic objetives.

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1. (Richards) Refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.
2. Brown (2000:14-16) defines an approach as a set of assumptions dealing with the nature of language, learning, and teaching.

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1. It is implementational, meaning that technique is something that actually takes place in language teaching or learning in the classroom.
2. An wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives.

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1. (Oxford) Direct learning strategies are those that directly involve the target language.
2. (Brown) Are those that include a number of different ways of remembering more effectively, using all cognitive processes, and compensating for missing knowledge.

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1. Memory strategies refer to any of a broad set of techniques that are designed to help one remember.
2. Memory strategies involve the mental processes for storing new information in the memory and for retrieving them when needed.

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1. (Oxford) Enable learners to use the new language for either comprehension or production despite limitations in knowledge.
2. A compensation strategy lays out your organization's point of view on how you will determine pay and benefits for employees.

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1. Cognitive strategies are sets of mental processes that are consciously implemented to regulate thought processes and content in order to achieve goals or solve problems.
2. Cognitive strategies are one type of learning strategy that learners use in order to learn more successfully.

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1. Also know as memory strategies.
2. (Merriam Webster) Assisting or intended to assist memory

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1. Things like grouping language into meaningful units, associating new information with concepts already memorized, or placing new words and language into a sentence, conversation or story are all types of memory strategies that create links.
2. This is a set of three strategies that form the cornerstone for the rest of memory strategies.

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1. These strategies involve remembering by means of visual images and sounds.

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1. To review means to look back over something for evaluation or memory.
2. (Oxford) This category contains just one strategy, structured reviewing.

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1 . Employing action means action by an Indemnitee that could result in claims for alleged or asserted wrongful discharge, improper hiring, discrimination, federal or state civil rights claims, and claims under the Americans with Disabilities Act or the Family and Medical Leave Act.

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1. The most important cognitive strategies. This strategies are integrated by including repeating, formally, practicing with sounds and writing system.
2.

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1. Two strategies for receiving and sending messages are getting the idea quickly and using resources for receiving and sending messages.
2.

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1. A strategy in reasoning is a systematic sequence of elementary mental steps that an individual follows in making an inference.

2.1. Concerns logical analysis and reasoning as applied to various target language skills.

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1. Lee and VanPatten define structured input as "input that is manipulated in particular ways to push learners to become dependent on form and structure to get meaning" (2003: 142).
2. Consist of three strategies are ways to create structure, which is necessary for both comprehension and production in the new language.

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1. Intelligent guessing is choosing or providing an answer to a question without complete and sufficient information or certainty.
2. (Oxford)Guessing strategies sometimes called ''interference'' involve using a wide variety of clues, linguistic, and non linguistic to guess the meaning when the learner does not know all the word.

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1. (Oxford) The strategies for overcoming limitations in speaking and writing are the following: Getting up, using mine or gesture.

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1. (Brown) Indirect or metacognitive strategies in which learners manage or control their own learning process.
2. Indirect instruction is a student-centered approach to learning where students observe, investigate and draw inferences from data.

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1. (Oxford) Are those used for managing and regulating learning and they include centering learning, arranging and planning, as well evaluating progress in the target language.
2. Metacognition is the process of thinking about one's own thinking and learning. Metacognition: intentional thinking about how you think and learn.

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1. Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance.
2. (Oxford) Refers to knowledge and associated inferential processes, ranging from elementary forms of perception to advanced forms of reasoning.

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1. Affective strategies are learning strategies concerned with managing emotions, both negative and positive.
2. (Oxford) Refers to emotions, attitudes, motivations, and values.

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1. A social media strategy is a summary of everything you plan to do and hope to achieve on social media.
2. The form of social behavior; it is communication, and communication occurs between and among people.

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1. (Oxford) Helps learners to converge their attention and energies on certain language tasks, activities, skills, or materials. Also, provides a focus for language learning.
2. A. Centering your learning means identifying a focus, and this can be done by: Overviewing and linking with already known material involves previewing the principles, the new vocabulary or the material for an upcoming language task and linking them to learners` prior knowledge.

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1. (Oxford) Help learners to organize and plan so as to get the most out of language learning.
2. Arranging and planning your learning, studying, and practice usually unfold into five separate tasks or techniques: Planning a language goal or task; Setting your linguistic goals and objectives; Organizing your time and resources in view of your chosen goals and objectives;

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1. When practiced regularly relaxation techniques such as mindfulness meditation, progressive muscle relaxation, and deep breathing can reduce anxiety symptoms and increase feelings of relaxation and emotional well-being.
2. (Oxford) Has a physical and mental component to helps learners to reach their peak performance levels of anxiety.

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1. (Oxford) Come from inside the learner and helps them cope with ambiguity in language learning. This set of three strategies is integrated by making positive statements, taking risks wisely, and rewarding yourself.
2. Self-encouragement involves making sure that you surround yourself with people who will encourage you instead of finding fault—people who aren't threatened by your successes.

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1. (Oxford) Involves noticing and learning from errors, and concerns evaluating overall progress. Both aiding learners in checking their language performance.
2. Student evaluation is an assessment by learners of the service provided by the institution, be it solely of the classroom experience or of all aspects of the learning experience.

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1. (Oxford) Helps learners get closer to intended meaning and thus aids their understanding. It also helps learners encourage their conversation partners to provide input in the target language. Involves asking someone for clarification, verification, or correction.
2. Ask, question, interrogate, query, inquire mean to address a person in order to gain information. ask implies no more than the putting of a question.

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1. The definition of cooperation is people working together to achieve results or people helping each other out to achieve a common goal. The act of cooperating; joint effort or operation.
2. (Oxford) Involves interaction with one or more people to improve language skills and enhances self-worth and social acceptance of the learners.

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1. (Oxford) Understanding and producing the new language involves empathy with other people, especially with individuals from the target culture.
2.To emphasize something means to indicate that it is particularly important or true, or to draw special attention to it.