Learning Strategies in Second Language Acquisition
Abstract
O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cited by
Sorted by citations
Own-language use in language teaching and learning
Hall, G., & Cook, G. (2012) · Language Teaching · doi:10.1017/s0261444812000067 · Cited by 466 · see citing works
Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge
Ellis, N. (1993) · European Journal of Cognitive Psychology · doi:10.1080/09541449308520120 · Cited by 269 · see citing works
Aghaie, R., & Zhang, L. J. (2012) · Instructional Science · doi:10.1007/s11251-011-9202-5 · Cited by 135 · see citing works
Research on form-focused instruction in immersion classrooms: implications for theory and practice
LYSTER, R. (2004) · Journal of French Language Studies · doi:10.1017/s0959269504001826 · Cited by 111 · see citing works
Abdelhalim, S. M. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12948 · Cited by 69 · see citing works
Liu, G., Rahimi, M., & Fathi, J. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12707 · Cited by 41 · see citing works
Assessing students’ use of language learning strategies and their impact on study year
Degissew, D., & Beriso, I. (2022) · International Journal of Language and Linguistics · doi:10.11648/j.ijll.20221002.13 · Cited by 1 · see citing works
- Authors
- O'Malley, J. M., & Chamot, A. U.
- Venue
- Cambridge University Press eBooks
- Publisher
- Cambridge University Press
- Published
- 1990-02-23
- OpenAlex
- W4300940136
- Cited by
- 2,771
- References
- 0
- Citations by year
- 2026: 78 · 2025: 95 · 2024: 149 · 2023: 221 · 2022: 241 · 2021: 182 · 2020: 162 · 2019: 142 · 2018: 182 · 2017: 137 · 2016: 152 · 2015: 125 · 2014: 110 · 2013: 106 · 2012: 120
- FWCI
- 63.81
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- learning strategies, second language acquisition, strategy training, teaching model, cognitive theory, strategy classification, language learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
