Language learning strategies have undergone significant evolution since their introduction in the second language literature in 1975. These strategies are consciously deployed by learners to enhance their language acquisition
and usage. Over the years, researchers have sought to understand and classify these strategies to improve language teaching and learning. This article delves into the historical development and classification of language learning strategies, highlighting key milestones and influential figures in the field.
Historical Development
Language learning strategies were first introduced in 1975, focusing on the strategies used by successful language learners. The initial studies aimed to document these strategies to inform teachers and students on effective language learning methods. By the 1980s, the emphasis shifted towards classifying these strategies, marking a significant development in the field. Researchers began categorizing strategies as direct or indirect, and later into cognitive, metacognitive, or affective/social categories.
In 1990, Rebecca Oxford published her landmark book, "Language Learning Strategies: What Every Teacher Should Know," which included the Strategy Inventory for Language Learning (SILL). This questionnaire became a pivotal tool in research throughout the 1990s and early 2000s, helping to further refine the understanding of language learning strategies. Despite controversies over definitions, the field continued to grow, with researchers exploring the essential characteristics of these strategies.
Classification Systems
The classification of language learning strategies has been a central focus for researchers. In 1990, O'Malley and Chamot developed a model based on cognitive theory, categorizing strategies into metacognitive, cognitive, and social/affective types. Metacognitive strategies involve planning and self-evaluation, cognitive strategies focus on mental manipulation of materials, and social/affective strategies utilize social interactions and emotional regulation.
Rebecca Oxford's taxonomy, also developed in 1990, categorized strategies under six headings: cognitive, mnemonic, metacognitive, compensatory, affective, and social. This system aimed to provide a comprehensive framework for understanding the diverse strategies employed by language learners. However, it faced criticism for its separation of mnemonic strategies from cognitive ones and the inclusion of compensatory strategies, which relate more to language use than learning.
Recent Research and Controversies
Recent research has shifted towards examining language learning strategies in context-specific situations, recognizing that different tasks require different strategies. The terms cognitive and metacognitive remain prevalent, but the concept of self-regulation has gained traction, offering a broader perspective on managing one's learning environment.
Controversies persist in the field, particularly regarding the definition and effectiveness of language learning strategies. Some researchers advocate for replacing the term with self-regulation, arguing that it provides a clearer framework. Despite these debates, interest in strategies remains strong, with ongoing research exploring their potential to enhance language learning outcomes and self-efficacy.
