Strategies for Language Learning and for Language Use: Revising the Theoretical Framework

TLDR

Since the late 1970s, research has focused on second‑language learning strategies, linking strategy use to success, prompting instruction, but critics note a lack of theoretical rigor. This article reviews strategy‑research problems and proposes a revised framework that distinguishes strategies from skills, processes, and styles to strengthen theory. The framework specifies essential features for defining a strategy instead of a single all‑encompassing definition.

Abstract

Since the late 1970s, there has been widespread research interest in the strategies that learners use in learning and using second languages. This interest has generated a parallel research effort in language learner strategy instruction. The body of work to date suggests a possible relationship between strategy use and second language learning success. It also provides some evidence that learners can be helped to use strategies more effectively. Several criticisms, however, have been made of this field of research, particularly pertaining to a lack of theoretical rigour. This article reviews the problems related to strategy research and proposes a revised theoretical framework in which strategies are differentiated from skills, processes, and styles. Rather than offering an all-encompassing definition of a strategy, the article proposes a series of features essential to describing a strategy. The framework aims to enhance current theory.