O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory.

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This chapter begins with definitions and an overview of methods used to identify learners' strategies, then summarizes what we have learned from the large number of descriptive studies of strategies reported by language learners. Research on language learning strategies has a history of only about thirty years, and much of this history has been sporadic. The 1980s and early 1990s were a period of substantial research on language learning strategies, much of it descriptive. This period was followed by an apparent loss of interest in language learning strategies, judging by limited reported research and few related conference presentations. Recently, however, a number of new investigations have reinvigorated the field. The focus of the chapter is on the evolution of research on language learning strategy intervention studies, the issues that have emerged from this research, and metacognitive models that can be useful in the language classroom. The discussion concludes by setting out directions for future research.

This study was designed to (a) identify the range, type, and frequency of learning strategy use by beginning and intermediate level ESL students and (b) determine the types of language tasks with which the strategies tend to be associated. Students at beginning and intermediate levels in English proficiency were interviewed in small groups to determine the strategies used to assist in learning each of a number of language tasks: pronunciation, grammar, vocabulary, following directions, listening, making a brief presentation in class, social communication, and functional communication (e.g., applying for a job). In addition, ESL and other teachers of limited English proficient students were interviewed to detect their familiarity with student use of strategies, and to determine whether or not they introduced strategies to their students during instruction. Findings indicated that (a) strategies could be classified into three broad categories—metacognitive, cognitive, and social mediating strategies, (b) students tended to use strategies most often with less complex language tasks, (c) strategies students used most often tended to require little cognitive processing of the learning materials, and (d) teachers were generally unaware of students' strategies and rarely introduced strategies while teaching.

This paper summarizes the findings of a three year project which investigated the use of learning strategies by foreign language students and their teachers,1 and suggests specific classroom applications for learning strategy instruction. Three studies were conducted under this project: (a) a Descriptive Study, which identified learning strategies used in studying foreign languages, (b) a Longitudinal Study, which identified differences in the strategy use of effective and ineffective language learners and analyzed changes in strategy use over time, and (c) a Course Development Study, in which foreign language instructors taught students how to apply learning strategies. Classroom applications discussed in the paper include guidelines for developing students' metacognition and motivation through the identification and discussion of their existing language learning strategies, and techniques for modeling and practicing additional strategies that can help students become more effective and independent language learners.