Abstract
Second language (L2) learning strategies are specific actions, behaviors, steps, or techniques that students employ—often consciously—to improve their own progress in internalizing, storing, retrieving, and using the L2 (Oxford 1990b, after Rigney 1978). Strategies are the tools for active, self-directed involvement that is necessary for developing L2 communicative ability (O'Malley and Chamot 1990, Wenden 1991, Wenden and Rubin 1987). Hundreds of L2 learning strategies exist and many are well recognized and used regularly by students. In a given class of students, for example, Lázló will seek out conversation partners. Iike will group words to be learned and then label each group. Marijke will give herself encouragement through positive self-talk before getting up to give a speech in the target language.
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