Teaching Language Learning Strategies

Previously, we explored strategies used by successful language learners, including:

• Predicting – using social and contextual clues to guess at the topic
• Using selective attention – paying attention to only what seems important
• Preparing – thinking about what one wants to communicate in advance
• Looking ridiculous – being willing to look foolish in order to complete the task
• Practicing
• Monitoring – correcting one’s own speech for accuracy
• Asking questions
• Taking notes
• Using imagery – relating new information to a visualization
• Finding the answer in multiple ways
• Using physical response – relating new information to a physical action
• Playing – experimenting with language

Language learning strategies (LLS) are powerful tools that can significantly enhance a learner’s ability to acquire a foreign language.  Oxford (1990) emphasizes that LLS enable learners to become more self-directed and expand the role of language teachers. These strategies are characterized by their flexibility, problem-oriented nature, and involvement of multiple aspects beyond just cognition. Importantly, LLS can be taught and are influenced by various factors.

Lessard-Clouston (1997) proposes a three-step approach for training students in LLS:

Step 1: Analyze the Teaching Context

• Determine which LLS to teach based on your specific teaching environment
• Gather information about students’ goals, motivations, and current LLS use through observation, interviews, or surveys
• Review teaching materials for existing LLS training
• Assess your own teaching methods and how you model LLS (implicitly or explicitly)

Step 2: Incorporate LLS into Teaching

• Focus on the most relevant LLS for your learners, materials, and teaching style
• Provide clear examples of how LLS can improve language skills
• Offer opportunities for students to practice and develop LLS independently
• Consider the focused and diffuse modes of learning and the 80/20 rule

Step 3: Reflect on LLS Use

• As a teacher, reflect on your own use of LLS and the effectiveness of your training
• Encourage students to reflect on their LLS use and identify the most useful strategies for them

Language learning is a highly individualized process, requiring a diverse set of LLS for successful foreign language acquisition. As educators, our responsibility extends beyond teaching content to include guiding students on how to learn effectively. By training students in LLS, we empower them to take charge of their learning journey and develop into autonomous, independent communicators.

You’re a smart Banana! *sticks gold star on your forehead*