Language learning strategies were defined by Carol Griffiths in her plenary as “actions chosen (either deliberately or automatically) for the purpose of learning or regulating the learning of language”.
This fairly broad definition encompasses quite a few behaviours (and non-behaviours), and in fact, there are references to dozens of strategies in the literature. The proliferation of strategies, and frameworks that have been used to impose some order on the chaos, can at times be somewhat confusing. In his plenary, Andrew Cohen helpfully suggested a broad taxonomy that classified strategies, according to:
• Goal: Under this heading, a distinction was made between strategies that facilitate learning (e.g., identifying and recording new words), and strategies that facilitate performance (e.g., retrieval and communicative strategies)
• Function: This heading was used to classify strategies under sub-headings such as cognitive, affective, meta-affective, social, and more.
• Skill: This heading referred to whether the strategies focussed on listening, speaking, reading or writing.
Afroza Akhter Tina
Department of English, DIU