Language Learning Strategies

The number of second language learning strategies available vary depending on whose taxonomy you use. I am familiar with Liyanage's (2004) LLS taxonomy which lists 26 individual strategies. Considering the importance these strategies have on every language learner, many teachers appear to be in the dark. Most teachers (and students) are aware of learning styles, such as kinetic learners, audible learners etc, which, unfortunately are sometimes neglected or ignored. Learning strategies however, receive even less air time.

LLS can be broken down into three broad categories: meta-cognitive, cognitive and social-affective. Meta-cognitive strategies involve thinking about the learning process, and tend to be marginalised in countries where teacher-orientated teaching prevails. The responsibility of learning lies with the teacher, and less the student, and therefore the student is less inclined, and less prepared to take charge of and think about their own learning. If you have ever learnt a language independently or in university, you will have noticed the responsibility of learning and how you learn and prepare is independent (perhaps not fully) from the teacher. You write the new word 20 times because you know this helps you remember. You put that new word into a weird sentence because you know you will be able to recall it when you need to. The important thing is, the teacher has not told you to do this - you have made the decision.

But if you are a student in a teacher-orientated classroom, you may not perhaps have this option, or have had the chance to experiment and find out a particular method works for you. As Zed had pointed out in his post, grammar-translation is focussed on in Japan. A large swathe of class time is devoted to the cult of Grammar Translation (May Its Passing Cleanse The World). However, this is only one language learning strategy. One. And in the case of Japan, it doesn't even really amount to anything because it is non-existent in university entrance exams. Even if it did, it is still one strategy. One strategy, that may not be effective for everyone . Placing so much emphasis on one strategy sure seems like putting all your eggs in one basket. Many language learners including myself, do not like to translate in order to learn a language. It has its uses, but it is not for everyone. Yet it is force fed to everyone. This isn't kyuushoku, damn it.

The area for the easiest diversification of language learning strategies in the classroom lies within the social-affective and cognitive categories. There are many strategies here that can be easily adapted without teachers needing to give up control or create a brand new teaching pedagogy. Many strategies can obtain the same goal. And why is this important? Well, I don't like translating, but I sure find inferencing both practical and fun. I only know this because I had the opportunity to experience it. I realised I don't like translating only after having tasted something else. Preferences are established with usage. If student's are only exposed to translation, they will find they do not easily warm to another. And this can mislead teachers into thinking, 'see I was right. Translating is what they need and want'. Students need to taste and develop preferences along the lines of what they think suits them if they are going to be good learners. It is not a requirement to be a good student, but are we trying to raise good students or good learners?

Liyanage, I. (2004). An exploration of language learning strategies and learner variables of Sri Lankan learners of English as a second language with special reference to their personality types. Unpublished doctoral dissertation (Ph.D.), Griffith University, Queensland, Australia.