Language Learning Strategies

Introduction

Language learning strategies (LLS) have emerged as a key focus in language education due to shifts in methodologies and approaches.

Traditional teaching techniques once dominated the classroom, but over time, emphasis has moved toward the learning process itself.

This shift has placed the learner at the center of education, redefining the role of teachers from authoritative figures to guides and facilitators.

Consequently, understanding and applying language learning strategies has become essential for both educators and learners.

Definition of Language Learning Strategies

The evolution of English Language Teaching (ELT) has led to an increasing emphasis on learning rather than teaching. The focus is now on the process rather than just the outcome, highlighting how learners develop linguistic competencies through strategic approaches.

Language learning strategies can be defined as conscious choices made by learners to manage and improve their language acquisition. These strategies help learners enhance their comprehension, retention, and application of a new language. As Rebecca Oxford defines:

“Language learning strategies are specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing L2 skills. These strategies facilitate the internalization, storage, retrieval, or use of the new language. Strategies are tools for the self-directed involvement necessary for developing communicative ability.” (Oxford, 1990, p.18)

Are Language Learning Strategies Intentional?

A critical question in LLS research is whether they must be intentional. If a learner employs certain techniques unconsciously to learn efficiently, can those still be considered strategies?

Many learners develop habits that enhance language acquisition without being fully aware of them. While some strategies are deliberate, others become automatic with time and practice. Even unconscious habits contribute to learning, making them valid strategies.

Advanced learners often reach a level where they apply strategies naturally and instinctively, demonstrating how strategic learning can evolve into second nature.

Can Language Learning Strategies Be Taught?

While some learners intuitively develop their own strategies, most benefit from explicit instruction and guided practice. Encouraging learners to reflect on their approaches enhances their awareness and helps them choose the most effective methods.

Teachers can facilitate this process by:

• Introducing the concept of LLS and discussing their benefits.
• Integrating LLS into the curriculum.
• Demonstrating various strategies and allowing students to explore which work best for them.
• Teaching practical skills such as dictionary usage, note-taking, and summarizing techniques.

Explicit instruction in LLS fosters learner autonomy, equipping students with the tools to manage their language learning more effectively.

Classification of Language Learning Strategies

Several scholars have proposed different classifications of LLS, each offering a unique perspective on how learners approach language acquisition.

1. O’Malley’s (1985) Classification

O’Malley categorizes LLS into three main types:

1. Metacognitive Strategies: Strategies that involve consciously directing and monitoring one’s learning process, such as planning, organizing, and self-evaluating.
2. Cognitive Strategies: Techniques that involve manipulating or transforming new material, such as inferencing, contextual guessing, and memorization.
3. Socioaffective Strategies: Strategies that involve social interaction and emotional regulation, such as seeking clarification, cooperating with peers, and managing anxiety.

2. Rubin’s (1987) Classification

Rubin identifies three types of strategies that contribute to language learning:

1. Learning Strategies
   • Cognitive Learning Strategies: Clarification, guessing, inferencing, deductive reasoning, practice, memorization, and monitoring.
   • Metacognitive Learning Strategies: Planning, prioritizing, setting goals, and self-management.
2. Communication Strategies: Techniques used to convey meaning effectively, even when linguistic knowledge is incomplete.
3. Social Strategies: Interacting with others to enhance learning, such as asking questions and engaging in discussions.

3. Oxford’s (1990) Classification

Oxford emphasizes that LLS aim to develop communicative competence and categorizes them into direct and indirect strategies.

Direct Strategies

• Memory Strategies: Creating mental linkages, using imagery and sounds, reviewing effectively, and employing actions.
• Cognitive Strategies: Practicing, analyzing, reasoning, and structuring input and output.
• Compensation Strategies: Guessing intelligently and overcoming linguistic limitations in speaking and writing.

Indirect Strategies

• Metacognitive Strategies: Centering, planning, and evaluating learning.
• Affective Strategies: Reducing anxiety, encouraging oneself, and managing emotions.
• Social Strategies: Asking questions, cooperating with peers, and empathizing with others.

Stern’s (1992) Classification

Stern offers a broader categorization of LLS, identifying five main types:

1. Management and Planning Strategies: Setting goals, selecting methods, monitoring progress, and evaluating achievements.
2. Cognitive Strategies: Similar to Rubin’s cognitive learning strategies, including clarification, inference, deductive reasoning, practice, memorization, and monitoring.
3. Communicative-Experiential Strategies: Strategies used to overcome communication barriers and enhance fluency.
4. Interpersonal Strategies: Engaging with native speakers and seeking social interactions to improve language skills.
5. Affective Strategies: Managing emotions, motivation, and anxiety during language learning.

Conclusion

Language learning strategies are essential tools that enable learners to take charge of their own learning process. These strategies contribute significantly to the development of language proficiency whether they are conscious or unconscious.

While some learners naturally develop effective strategies, others benefit from explicit instruction and guided practice.

By integrating LLS into language education, Teachers can empower students to become autonomous and strategic learners, ultimately enhancing their communicative competence.

References

• O’Malley, J. M., Chamot, A., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46.
• O’Malley, J. Michael, & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
• Oxford, R. (1990). Language learning strategies: What every teacher should know. New York, USA: Newbury House.
• Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41-51.
• Stern, H.H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.

Related Pages

• Differentiated Instruction: Meeting the Diverse Needs of Learners
• Empowering Students: The Key to Personalized Learning
• Personalized Learning Vs Differentiated Instruction: Understanding the Key Differences
• Teaching English and Learning Strategies