L2 learning strategies are the learner's goal-directed actions for improving language proficiency or achievement, completing a task, or making learning more efficient, more effective, and easier. The timeline below classifies ideas and publications according to eight major themes:
1 Effectiveness: Strategies and proficiency/achievement, the good language learner (GLL), successful and less successful language learners, distinguished language learners, effective and less effective strategies for certain purposes
2 Models and theories: Models and theories of learning strategies, including (a) strategies in prior eras, other fields, or general learning; (b) self-regulation or autonomy, or strategies in relation to them; (c) cognitive information-processing theories, or strategies in relation to them; (d) metacognition theory; (e) sociocultural theories, or strategies in relation to them; (f) psychodynamic theories, or strategies in relation to them; and (g) different types of strategies: language use/language learning strategies, communication strategies, cognitive/metacognitive/affective/social/sociocultural strategies, superficial/deep-processing strategies
3 Instruction: Strategy instruction, strategy assistance, strategy/learner counseling, learner guidebook, learner training, ‘learning how to learn’, and strategy-related teacher development
4 Assessment: Strategy assessment methods, strategy research methods
5 Language-area strategies: Strategies for areas such as vocabulary, grammar, reading, writing, listening, speaking (in the native or a second/foreign language)
6 Factors: Factors (e.g. gender, nationality, culture, age, motivation, anxiety, or learning styles) related to learning strategies (or language use strategies)
7 Technology: Strategies and technology, computer-assisted instruction, or distance education
8 Caveats: Cautions or warnings about unresolved issues concerning L2 learning strategies
Rebecca L. Oxford recently completed her third book on L2 learning strategies (Teaching and researching language learning strategies, Pearson Longman, 2011). She initiated and co-edited the Tapestry Program for English language learners for Heinle & Heinle. She has published more than 140 refereed articles and chapters on language learning strategies, learning styles, motivation, and language teaching and presented her work in 38 countries. Dr. Oxford directed language programs and language teacher education programs at the University of Maryland and three other major US universities. She is currently Professor of Language Education and Research at the US Air Force Culture and Language Center.
1 Authors' names are shown in small capitals when the study referred to appears in this timeline.
