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.
