Language Learning Strategy

Henry Mintzberg (1994) refers strategy to a plan, pattern, position and an action implemented to derive at a desired result. It can also be defined as a set of rules and regulations to be followed to achieve at the targeted goal. The term ‘Teaching Strategy’ can be defined as “a set of rules and regulations to be followed by the teachers to achieve the desired goal”. This also acts as a guide to determine the nature and direction of the learners. It is also a combination of thoughts, ideas, insights, experiences, goals, perceptions and expectations that provides general guidance for teaching. Teaching strategy can therefore be called as a method adopted in the classroom, by the teachers to deliver information to the students, this methodology

He brings out the importance of Language learning strategies in the classroom adopted by the learners. He further emphasises that these strategies would equip the learners and help them to communicate appropriately and also creatively. The major issue raised by the author on Language learning strategies thus finds a solution. The researcher ultimately concludes that Language learning strategies paves way to creative thinking which would enable the learner to be autonomous and constructive in the process of Language

The author organize strategy training programmes to a set of Second language foreign learners, evaluates from the data collected and arrives at a conclusion. His observation is that, changes in learning process, behaviours, attitudes and comprehension abilities of a learner through strategy training leads to the improvement in language proficiency but at the same time involves active internal changes in the learning process, which leads to the issue, quality on the impact of strategy training and proposes a solution to the issue raised, by gathering data to test the (LSRW) Listening, Speaking, Reading, Writing skills which can be done through administering inventories, questionnaires, observation formats would contribute to the further development of more reliable qualitative approaches to strategy training