Repetition
Imitating a language model, including overt practice and silent rehearsal. For example, a student might hear a useful-sounding phrase and repeat this phrase several times under his or her breath in order to remember it.

Resourcing
Using target language reference materials. For example, a student might refer to dictionaries, grammar reference books, magazines and newspapers and listen to the radio in the target language.

Translation
Using the first language to understand and produce the second language. This would involve a student looking for a direct translation of a new word.

Grouping
Reordering or reclassifying material to be learned. For example, a student may keep a vocabulary notebook in which related vocabulary items (such as items of clothing) are entered together.

Note-taking
Writing down main ideas, important points, outlines, or summaries of information. For example, a student of German might make a list of all those prepositions that take the dative case.

Deduction/induction
Conscious application of rules. Deduction refers to the process of applying the rules to the context, and induction refers to the process of inferring the rules from the context. For example, a student of Spanish may remember the rule that the adjective 'bueno' (meaning 'good') has an irregular comparative form 'mejor' (meaning 'better'). If he or she applies this rule when reading or writing Spanish, then this is deduction. If, on the other hand, the student does not know the rule, but infers from a given context that 'mejor' means 'better' and that it is an irregular comparative form of 'bueno', then this is induction.

Compensation
Selecting alternative approaches, revised plans, or different words or phrases to accomplish a language task. For example, if a student is unable to remember the word for an acorn, he or she may explain that it is a small brown nut that squirrels like to eat.

Elaboration
Relating new information to prior knowledge, relating different parts of new information to each other, and making meaningful personal associations to information presented. For example, students of Japanese, may think of an 'itchy knee' to help themselves remember the first two numbers in Japanese 'ichi' and 'ni'. When trying to memorize the numbers three and four in Japanese ('san' and 'shi'), the students might then use the fact that 'chi' rhymes with 'ni' and chant 'ichi' 'ni' 'san' 'shi' to themselves.

Inferring
Using available information to guess meanings of new items, predict outcomes, etc. For example, in the sentence 'don't grumble to me about the people next door, go and complain to them', a student might use the proximity of the word 'complain' in order to guess the meaning of the word 'grumble'.

Visualization
Picturing the written word. For example, when learning to spell the word 'onomatopoeia', students may find it helpful to close their eyes and picture the letters.