Language learning strategies, strategy training, and the 6 Steps to Success
Spronz, Kaitlyn Ann
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Language learning strategies (LLS) have been a popular topic in the SLA literature since their conception by Joan Rubin in 1975. In the beginning, the focus was placed on what constituted an LLS and which learner variables affected strategy use. More recently, the field has moved to the practical application of LLS research: strategy training. Strategy training research has focused on student and teacher beliefs, classroom culture and students’ culture, explicit vs. implicit instruction, and language of instruction and has had largely positive findings. These issues are explored, then made manifest in a review of four popular strategy training models: The CALLA, Oxford, Grenfell and Harris, and SBI. Drawing on the LLS research and these four models, I propose a new model for strategy training: the 6 Steps to Success. As the title indicates, the 6 Steps to Success includes 6 steps: 1) beginning of course assessment/awareness raising; 2) continued assessment of student needs/awareness raising; 3) explicit teaching and modeling; 4) practice; 5) evaluation, 6) end of course evaluation. Five lesson plans are then given to demonstrate the 6 Steps to Success in action.