Language learning strategies: An holistic view

Abstract

The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an overall picture which includes learning situation, learning target and individual learner characteristics. This article will first of all review the literature and the previous research on these controversial issues, and suggest a workable definition. Then, in order to illustrate the importance of such an holistic view, the results of a small scale study which looks at the strategies used by 16 successful language learners who were all either teaching English or teaching in English at university level will be reported. The quantitative results indicated that these successful learners used many strategies, especially those that suited their goals and their situations; they also frequently used and carefully orchestrated strategy repertoires which suited their own individual needs. The responses of one highly successful respondent were also examined qualitatively. The implications of these findings and the importance of viewing learners holistically are discussed and suggestions are made for ongoing research.

Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning

“…Strategies were simply used by learners. Looking forward, the majority of more recent definitions have assumed self‐directedness (especially agency and autonomy) to be inherent in learners, as can be seen in extracts from their definitions: selected by the learner (Cohen, ); selected by learners (Gao, ); chosen by learners (Griffiths, ; Griffiths & Oxford, ); that learners choose (Oxford, ); chosen and operationalized by learners (Cohen, ); that can be employed autonomously (Plonsky, ); chosen by learners for the purpose of regulating (Griffiths, ); chosen by a language learner (Gregersen & MacIntyre, ); chosen by learners (Griffiths, ); and selected and used by learners (Oxford, ).…”

The use of language learning strategies in a second and third language: The case of foreign language majors

“…When one examines state-of-the-art publications dealing with language learning strategies (e.g., Cohen, 2011;Griffiths, 2018;Griffiths & Cansiz, 2015;Griffiths & Oxford, 2014;Oxford, 2011Oxford, , 2017Pawlak, 2011), it immediately becomes clear that strategies are typically considered with respect to L2 and only very infrequently are any other additional languages brought into the picture. In fact, when the use of LLS is considered in such cases, it typically involves comparisons between learners of one and more additional languages, the conceptualizations of LLS are sometimes fuzzy and imprecise, to say the least, or simply the way in which the findings are interpreted, also, by scholars citing these studies, tends to focus on the comparison between bilingualism and multilingualism rather than differences between strategy use in L2 and L3.…”

“The Words Disappeared When Faced with Real Life Situations”: Communication Difficulties of Non-Native Speakers of Arabic in the Sultanate of Oman

“…It is therefore recommended that such programmes introduce systematic speaking strategies in order to provide clear and steady guidance for both teachers and students. Griffiths and Cansiz (2015) pinpointed teachers' role in raising learners' awareness of the learning strategies, which involves advising them how to choose such strategies and apply them appropriately in accordance with the learners' individual, social and contextual needs. But what are the most appropriate strategies?…”