Page 8 - ADU Campus Chronicles

8

Language Learning Strategies

embracing flexibility for

modern teaching

Omar Muhannad Shurbaji
Instructor of English Language

Language learning strategies (LLSs) have long been recognized as crucial for success in acquiring a new
language. However, how we understand and categorize these strategies has evolved. This article explores
this evolution, highlighting the value of flexibility in applying LLSs to modern language learning contexts

Shifting Sands: From Fixed Categories to Flexible Use
Rubin’s work in 1975 sparked interest in LLSs, and Rebecca Oxford’s (1990) publication provided a widely
used taxonomy. However, Oxford herself acknowledged the limitations of rigid categories. Researchers like
Griffiths (2013) noted the complexities of LLSs, urging a move beyond fixed classifications

The older typology of LLSs divided strategies into two main categories:

• Direct Strategies directly involve the learner with the target language through three types that
support different purposes and processing approaches.

• Indirect Strategies Support language learning without direct involvement with the target language.
They help in various learning situations and can be applied to mastering the four language skills. They
also work with direct strategies to facilitate language learning and mastery.

The debate centered on defining and classifying strategies and how the old rigid classifications must be
redefined. Oxford (2017) revisited her earlier work, proposing a more flexible approach that acknowledges
the following:

• Overlapping nature of LLS categories: A single strategy might serve multiple purposes depending
on the context.

• Variable roles and functions: Strategies can adapt to different learning tasks and situations.

• Interaction with other factors: Internal (e.g., motivation) and external (e.g., task demands) factors
influence how strategies are used

Abu Dhabi University | ADU Campus Chronicles Issue 1