English Language Learning Strategies in Second Language Environments: Implications for L2 Learners and Teachers

Abstract

Within the field of language learning and teaching over the last few decades, a gradual but significant shift has taken place, resulting in greater emphasis on learners and learning. This article provides an overview of key issues concerning one consequence of the above shift: the focus on, and use of language learning strategies (LLS) in second language (L2) learning and teaching. In doing so, the paper first defines the concept: language learner strategies drawing from key points in the LLS literature. It further considers some kinds of language learning strategies and provides a short description of how and why LLS may be used in the classroom by second language teachers. Even though learner autonomy is a subject matter that can sustain a full fledged article, it is briefly examined here. This succinct discussion is occasioned by the learner autonomy’s very close correlation with language learning strategies. The paper notes that LLS use and training in the L2 class not only encourages learners in their language learning, but also helps teachers reflect on, and improve their teaching. It thus suggests the integration of LLS into both the language learning/teaching curricula of schools in L2 environments, so that LLS might be included in the regular L2 classes. The final section pithily outlines some questions that need researchers’ attention.

Keywords: language learning, second language, learning strategies, second language environments, language learning strategies