The concept of learning strategies through the prototype theory

This paper examines the possibility of applying the theory of the prototype in the field of education by focusing on the concept of learning strategies, as a vague and unidentifiable concept, because the strategies differ from each other, in terms of "family resemblance" or "gradual membership". The modular basis of strategy is a dynamic process for which problem solving is a central objective. It also includes a set of characteristics, such as: selection, task analysis, selection of decisions, implementation of the plan, monitoring of progress/modification of the plan, and evaluation of the outcome. Learning strategies in model theory differ according to the following dimensions: 1) intent, 2) self-initiative, 3) meta-cognitive organization, 4) sequencing of activities, 5) division of activities, 6) automaticity in the implementation of the strategy. We hope that the points of view presented in this article will bring the cognitive sciences together with the educational sciences, and open a new agenda for studying language learning strategy from this perspective.