Critical Look at Learning Strategies Volume 2 - Issue 5

Ehsan Namaziandost¹* and Meisam Ziafar²

• ¹Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
• ²Assistant Professor, Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

Received: August 24, 2020   Published: September 10, 2020

Corresponding author: Ehsan Namaziandost, PhD Candidate In TEFL, Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

DOI: 10.32474/JAAS.2020.02.000147

 

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Abstract

Nunan [1] defines strategies as “the mental and communicative procedures learners use in order to learn and use language. Underlying every learning task is at least one strategy.” Richards and Schmidt [2] define strategy as “procedures used in learning, thinking, etc., which serves as a way of reaching a goal. In language learning, learning strategies are those conscious or unconscious processes which language learners make use of in learning and using a language.” The definitions provided for learning strategies by scholars all have one point in common and that is facilitating learning for learners. Nevertheless, they are in disagreement about issues like whether such strategies are conscious and so describable and then teachable, and also what variables are involved in strategy use by language learners have resulted in various contentions on the part of researchers.

Abstract| Introduction| Good language learner| Final Remarks| References|