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Strategies are commonly divided into [[Language learning strategies|learning strategies]] and [[communicative strategy|communicative strategies]], although there are other ways of categorizing them. Learning strategies are techniques used to improve learning, such as [[mnemonics]] or using a [[dictionary]]. Learners (and native speakers) use communicative strategies to get meaning across even when they lack access to the correct language: for example, by using [[pro-form]]s like "thing", or non-spoken means such as [[mime artist|mime]]. Communicative strategies may not have any direct bearing on learning, and some strategies such as avoidance (not using a form with which one is uncomfortable) may actually hinder learning.
Children use their own strategies of cross reference to learn second languages. A longitudinal study investigated preschool children in an environment where they were exposed to English as a second language.<ref name=":2">{{Cite journal|last=Anderson|first=Raquel|date=April 2004|title=Phonological acquisition in preschoolers learning a second language via immersion: A longitudinal study|url=https://plu.mx/a/?ebsco-client=&doi=10.1080/0269920042000193571&pmid=15151191|journal=Clinical Linguistics & Phonetics|language=|volume=18|pages=183-210|doi=10.1080/0269920042000193571&pmid=15151191|via=}}</ref> What was noted was that the children applied the knowledge from their first language, using patterns to develop their phonology.<ref name=":2" /> It was seen that mere immersion and rehearsal was an effective way for the children to increase their proficiency of their second language.
Learners from different [[culture]]s use strategies in different ways,<ref>{{Harvnb|Hadzibeganovic|Cannas|2009}}.</ref> as a research tradition led by [[Rebecca Oxford]] has demonstrated. Related to this are differences in strategy use between male and female learners. Numerous studies have shown that female learners typically use strategies more widely and intensively than males; this may be related to the statistical advantage which female learners enjoy in language learning.{{citation needed|date=November 2010}}
Different learning strategies have been evaluated and tested to determine the efficacy of their methods.
A strategy that was found effective with English speaking Chinese learners was the use of a virtual environment. A virtual environment consists of a digital world in which a person may experience whatever is programmed. A virtual environment was created using the online virtual world known as Second Life, where the users could interact with objects, learning the words and sounds simultaneously.<ref name=":1">{{cite journal |last1=Lan |first1=Yu-Ju |last2=Fang |first2=Shin-Yi |last3=Legault |first3=Jennifer |last4=Li |first4=Ping |title=Second language acquisition of Mandarin Chinese vocabulary: context of learning effects |journal=Educational Technology Research and Development |date=May 29, 2015 |volume=63 |issue=5 |page=671-690 |doi=10.1007/s11423-015-9380-y}}</ref> This learning strategy was found to be significantly more effective than traditional methods of displaying solely an image and sound.<ref name=":1" /> A similar study was done immersing Chinese learners in a virtual environment and found visualization of the objects increased the learning proficiency and scores on the proficiency test.<ref>{{Cite journal|last=Hsiao|first=Indy Y. T.|last2=Lan|first2=Yu-Ju|last3=Kao|first3=Chia-Ling|last4=Li|first4=Ping|date=2017|title=Visualization Analytics for Second Language Vocabulary Learning in Virtual Worlds|url=http://www.jstor.org/stable/90002172|journal=Journal of Educational Technology & Society|volume=20|issue=2|pages=161–175}}</ref> The results of the two studies suggest an advantage when using a virtual environment juxtaposed to traditional methods among Chinese learners.
'''Affective factors'''
Researchers are increasingly interested in the role that affective factors play in acquiring a second language. A study conducted at the Heze University demonstrated how affective factors (specifically as it relates to motivation, self-confidence, and anxiety) may facilitate the acquisition of English as a second language.<ref name=":0">{{cite journal |last1=Ni |first1=Hui |title=The effects of affective factors in SLA and pedagogical implications |journal=Theory and Practice in Language Studies |date=2012 |volume=2 |issue=7 |pages=1508-1513 |doi=10.4304/tpls.2.7.1508-1513 |url=https://pdfs.semanticscholar.org/8d1a/804def9080d8055ef2d673c00212eca4bde8.pdf |accessdate=29 November 2018}}</ref> Additionally, students with a lower affective filter are better suited to comprehend a new language because they are more willing to take risks and are not afraid of failure.<ref name=":0" /> By using this knowledge, teachers can strengthen their students’ emotional states and create a more welcoming class environment. In doing so, students may be able to acquire a second language more effectively.
==Affective factors==
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