Relationships between Second Language Learning Strategies and Language Proficiency in the Context of Learner Autonomy and Selfregulation

Abstract

The first section of the article provides a theoretical framework for understanding the relationship of language learning strategies and language proficiency. This framework is provided by two interrelated ideas: the educational concept of learner autonomy and the psychological theory of self-regulation. The second section presents research linking learning strategy use with learning outcomes, both in general academic learning and in language learning. The third section focuses on relationships between language learning strategy use and language proficiency in studies employing a well-known strategy use questionnaire, the Strategy Inventory for Language Learning. The final section raises issues for future research related to language learning strategies and language proficiency in the context of learner autonomy/self-regulation.