Advances in Language and Literary Studies - Vol. 5 No. 6 - December 2014 - A Synthesis of Language Learning Strategies: Current Issues, Problems and Claims Made in Learner Strategy Research

Oct 15, 2026

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The paper presents theoretical assumptions underlying language learning strategies (LLS) and reviews approaches for identifying learners’ strategies. It synthesizes findings from descriptive studies, while highlighting how inconsistent definitions and classifications of learning strategies may create counterproductive effects. The authors argue that, despite limited coherence and clarity in second-language strategy descriptions, research results can support classroom activities, deepen understanding of LLS, and improve facilitation of language learning through further study and application.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Significance of LLS in SLA Research

Characteristics of Language Learning Strategies

Theoretical Assumptions behind LLS: LLS as Cognitive Process

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 6; December 2014 Copyright © Australian International Academic Centre, Australia A Synthesis of Language Learning Strategies: Current Issues, Problems and Claims Made in Learner Strategy Research Hamed Barjesteh Department ofELT, Islamic Azad University, Ayatollah Amoli Branch, Amol, Mazandaran, Iran Jayakaran Mukundan Department of Language and Humanities Education Faculty of Educational Studies Universiti Putra Malaysia Reza Vaseghi (Corresponding author) Department of Language and Humanities Education Faculty of Educational Studies Universiti Putra Malaysia E-mail: [r.vaseghi@hotmail.com](r.vaseghi@hotmail.com) Doi:10.7575/aiac.alls.v.5n.6p.68 URL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.6p.68](http://dx.doi.org/10.7575/aiac.alls.v.5n.6p.68) Received: 13/08/2014 Accepted: 01/ 10/2014 Abstract The current paper presented theoretical assumptions behind language learning strategies (LLS) and an overview of methods used to identify learners’ strategies, first, and then summarized what have been reported from large number of descriptive studies of strategies by language learners. Moreover, the paper tried to present the variety of definitions and classifications of learning strategies can be counterproductive in a number of ways. Finally, the researchers argued that in spite of the lack of coherence and clarity in the description of second language learning strategies, the relevant research findings can be profitably incorporated into classroom activities and that further research and application in this area can make our understanding of learning strategies deeper and our facilitation of language learning more fruitful. Keywords: Language Learning Strategies; Identification Method of Learners ’ Strategies, Current Issues of LLS, Methodological and Practical Issues of LLS 1. Introduction The learners of a second language who achieve satisfactory levels of proficiency and who are successful in language learning have their own "special ways of doing it" . These good learners can probably help us with both understanding more about the nature of language learning and facilitating language learning for our less successful learners. About three decades ago this was seriously brought up by two prominent scholars of the field of SLA: Stern (1975) and Rubin (1975) . They tried to show us how good language learners could teach us with the strategies, which they employed for language learning. That was the beginning of the tradition of research dealing with second language learning strategies. Since then, Cohen (1998, cited in Shmais, 2003) believes "most of the research in the area of foreign language learning strategies has focused on the identification, description, and classification of useful learning strategies" . Such research has identified valuable collections and classifications of good strategies for language learning. This paper will enumerate some of the well-known classifications (O’Malley and Chamot, 1990; Oxford, 1990; Cohen, 1998, cited in Chamot, 2005) . The criteria used for classification and description are different and sometimes contradictory. In recent years, there has also been a shift of emphasis from the identification and classification of learning strategies to their application in the language classroom. According to Cohen (1998, cited in Shmais, 2003), explicit training in the use of a broad array of strategies for learning foreign language vocabulary and for grammar, reading, writing, listening, and speaking skills has become a prominent issue in SLA research. And training learners to be better at the learning and use of language has been growing. Grenfell & Harris (1999, cited in Chamot, 2005) claims that second language learning strategies are, therefore, significant at least for two reasons. The first reason is that they can provide some explanations for the variability of language

FAQs

What theoretical assumptions does the paper discuss about language learning strategies (LLS)?

It outlines theoretical assumptions behind LLS and explains how learners’ success may relate to the methods and strategies they use on tasks.

Why can varying definitions and classifications of learning strategies be problematic?

The paper states that the variety of definitions and classifications can be counterproductive by adding inconsistency and limiting clarity in how strategies are described.

How does the research suggest LLS findings can be used in practice?

It argues that, even without full coherence in strategy descriptions, relevant research findings can be incorporated into classroom activities and further research and application can make learners’ strategy understanding more useful.

Oct 15, 2026

Uploaded by Cipher