Language Learning Strategies

Since language learning strategies were introduced to the language learning scene in the mid-1970s, they have been controversial. This chapter traces the controversy, and concludes with a concise definition of LLS as actions chosen by learners for the purpose of learning language. Previous strategy research is reviewed and a sample case study of the strategies of two students, one of whom was much more successful than the other, is presented. The issue of strategy type is discussed, and a new study presented which found that two types of strategies (cognitive and metacognitive) were equally represented among the students in the study. Implications for the learning and teaching of language are discussed and suggestions made for future research. The chapter concludes by suggesting that more successful students frequently use a large number of language learning strategies which interact dynamically with the complexities of their socio-ecological situations, the task, their goals, and their own individual characteristics, all of which must be viewed holistically in the interests of achieving a meaningful picture.