Language learning strategies

Language learning strategies have created a great deal of controversy over the years since Rubin and Stern first introduced the concept to the second language literature in 1975, followed closely by Naiman et al. (1978). All of these studies focused on identifying lists of strategies

In the 80s the emphasis moved to classification. Rubin (1981) classified strategies according to whether they are direct or indirect. Then in 1985 O'Malley et al. divided strategies into cognitive, metacognitive or social categories.

In 1990, Rebecca Oxford published her landmark book "Language Learning Strategies: What Every Teacher Should Know" which included the "Strategy Inventory for Language Learning" or "SILL", a questionnaire which has been used in a great deal of research in the years since. Then towards the end of the 90s, Andrew Cohen (1998) produced his book on strategies for learning and using a second language.

Controversy over basic issues such as definition continued, however, with some (e.g.Macaro, 2006) giving up trying to define the concept in favour of listing essential characteristics. Others (such as Dornyei and Skehan, 2003)abandoned the strategy term in favour or "self regulation". Furthermore, although originally promoted as a means of helping students to success in language learning, some well-known studies (e.g. Porte, 1988; Vann and Abraham, 1990) produced negative results.

Interest in the potential of strategies to promote learning remains strong, however (e.g. Cohen and Macaro, 2007). Griffiths (2008) produced a definition from an exhaustive review of the literature according to which language learning strategies are activities consciously chosen by learners for the purpose of regulating their own learning. More recently (2011), both Oxford and Cohen have published new books on the subject.

References

Cohen, A. (1998). Strategies in Learning and Using a Second Language. London and New York: Longman.
Cohen, A. (2011). Strategies in Learning and Using a Second Language (2nd edition). Harlow, UK: Longman.
Cohen, A. & Macaro, E (2007). Learner Strategies. Oxford: Oxford University Press.
Dornyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds), Handbook of Second Language Acquisition (pp. 589-630). Oxford: Blackwell.
Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp.83-98). Cambridge: Cambridge University Press.
Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal, 90/3, 320-337.
Naiman, N, Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Research in Education Series No.7. Toronto: The Ontario Institute for Studies in Education.
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.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York, USA: Newbury House.
Oxford, R. (2011). Teaching and Researching Language Learning Strategies. Pearson Longman.
Porte, G. (1988). Poor language learners and their strategies for dealing with new vocabulary. ELT Journal, 42(3), 167-171.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9/1, 41-51.
Stern, H.H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 34, 304-318.
Vann, R. & Abraham, R. (1990). Strategies of Unsuccessful Language Learners. TESOL Quarterly, 24/2, 177-198.