Strategies in Learning and Using a Second Language

Strategies in Learning and Using a Second Language: "Strategies in Learning and Using a Second Language
Applied Linguistics and Language Study

Strategies in Learning and Using a Second Language
Applied Linguistics and Language Study

by Andrew D. Cohen

Strategies in Learning and Using a Second Language

The term strategies, in the second-language-learning sense, has come to be applied to the conscious moves made by second-language speakers intended to be useful in either learning or using the second language. Strategies can be very different in nature, ranging from planning the organisation of one's learning (a metacognitive learning strategy) through using mnemonic devices to learn vocabulary (cognitive learning strategies) and rehearsing what one expects to say (a performance strategy) to bolstering one's self-confidence for a language task by means of "self-talk" (an affective strategy).

Ever since Naiman et al. (1976) noted that "good" language learners appeared to use a larger number and range of strategies than "poor" language learners, the implications of understanding strategy use have seemed increasingly important.

However, there are still many questions to resolve. Does strategy use actually aid language learning, or is it just something that good learners do? Are some strategies better than others, or is it the number and range of strategies used that counts? Are there "bad" strategies that actually making learning or performance worse? Can "poor" language learners benefit from being taught the strategies that "good" learners use, or do you need to be a good learner already to use some of the strategies? Does strategy training affect language learning, and if so is the effect direct, or does such training serve mainly to raise motivation and awareness? If learners are encouraged to use strategies to organise their own learning, for example, what are the implications for the role of the classroom teacher? Such issues have already prompted a considerable volume of research and writing, and directly or indirectly made a significant impact on language learning, at least in some places. For example, the establishment of self-access centres and the encouragement of learner independence are essentially based on the assumption that students will be able to use viable metacognitive learning strategies.