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Abstract

This article looks at how the theory of language-learning strategies (LLS), as used by speakers of other languages (SOL), has developed alongside other theories of language teaching and learning, and at the place of LLS in the field of contemporary eclectic language teaching and learning. The article then looks at one aspect of LLS in practice by reporting on a study conducted with speakers of other languages, aimed at discovering the kinds of LLS they use. It also compares these results with those of a survey of teacher perceptions of students' use of LLS.

Author notes

A1International Language Academies (ILA), Auckland, New Zealand Email: williamg@iconz.co.nz A2School of Education, University of Auckland, Auckland, New Zealand Email: jm.parr@auckland.ac.nz

Copyright 2001
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