Language Learning Strategies In A Nutshell Case Study

The present reaction paper is based on the article called Language Learning Strategies in a Nutshell: Update and ESL Suggestions, written by Rebecca L. Oxford (2004). In her article, the author refers to learning strategies in and out of the field of second language (henceforth L2). She defines strategies as the conscious plans or actions taken by learners to improve their progress in developing L2 skills and their communicative abilities. Oxford claims that according to research, explicit instruction on language learning strategies is beneficial for students in one of two main areas: overall proficiency or specific skill improvement. From this perspective, it is believed that explicit instruction on language learning strategies allows students to become good language learners who know, and understand that the use of strategies can be beneficial and even transferable to other fields of study.

In relation to strategy use, there are two types of learners: expert and novice. Expert language

Some of them include: to know the students’ learning styles and think of them as individuals with different needs. This is something teachers may take for granted, thinking that it is not necessary to identify each student’s learning style or preference. Furthermore, it is important to teach students how and when to use these strategies and to help them orchestrate their use in relation to their own learning preferences. In other words, this effectiveness depends on how well can the language learners select and/or combine the use of strategies according to a particular task and other variables, such as their learning styles, maturity and previous experiences. And finally, educators should consider the variables that may influence strategy use and that are controlled by teachers, such as the language