چکیده:
From applied linguistic point of view, the fundamental question facingthe language teachers, methodologists and course designers is which procedure is more effective in FL/SL: learning to use or using to learn? Definitely, in order to be a competent language user, knowledge of language system is necessary, but it is not sufficient to be a successful language user. That is why there was a gradual shift of attention from the teacher and method towards the language learner. Thus, there were changes in the conceptualizations of language competence and the mechanisms and strategies involved in the process of language learning. In this paper, the nature and specifications of language learning strategies, i.e., cognitive, metacognitive, linguistic and sociolinguistic strategies have been discussed; and the crucial role of metacognitive strategies has been emphasized in strategy-based instruction.
خلاصه ماشینی:
"Considering the scholars‟ and researchers‟ definitions and approaches to language learning strategies and essential strategic components, four main types of strategies in language learning can be specified, that are general in nature and practically mediate between the linguistic input and the language learner produces.
For example, cognitive strategies which language learners may use to help them in reading or listening comprehension activities can include cases like repetition of keywords, summary writing, paraphrasing and creating visual images to help the learner remember new linguistic materials.
In speaking strategy use, practicing new grammatical structures in different socio-linguistic situations in order to consolidate the relevant structures in FL/SL, initiating conversational activities in target language as often as possible, looking for different ways of self expression and so on are prolific elements in speaking strategy use.
But as there were inconsistencies and differences about the comprehensive definition of the term „strategy‟ and what are its constitutive components, the researchers could not reliably determine which learning behaviors constitute strategies and which do not; and how these strategies relate to the psycholinguistic processes involved in language learning.
Despite this theoretical shortcomings, language researchers believe that metacognition is a very important aspect in any strategy- based instruction; because through goal identification, planning, reflection, monitoring and evaluation, the learners take full responsibility for their own learning.
We discussed, further, that metacognitive strategies within the framework of „clusters of strategies‟ constitute the most important aspect in any strategy-based instruction, because through the application of such strategies, it is practically possible to identify the precise goal, plan, monitor and evaluate the language learning process."