Theoretical foundations for the formation of students’ language learning strategies in the English language classroom

Abstract

This article examines the effectiveness of language learning strategies in teaching English to secondary school students. Language learning strategies encompass a range of actions that actively contribute to a learner's self-development, enabling them to independently acquire new knowledge, assimilate social experience, and become a socially adept individual. In essence, these strategies help individuals become effective learners. The authors emphasize that in the current stage of education, fostering students' desire and ability to manage their own activities is a crucial aspect of the learning process in general education schools. This includes initiating actions, setting appropriate goals and tasks, making corrections, evaluating results, and planning future learning and cognitive activities. The authors identify the following types of language learning strategies: personal strategies (related to personal and professional self-determination), regulatory strategies (organizing students' learning activities through planning, prediction, correction, and evaluation), cognitive strategies (developing general academic and logical abilities), and communicative strategies (cultivating students' social competence). The article places particular emphasis on the educational nature of cognitive learning activities, which contribute to the formation of learners' new consciousness and increase their motivation to learn a foreign language. Various tasks are provided as examples to support these concepts within the article.