Identifying Learner Strategies for Skill Development in a Language Classroom

In the domain of language learning and teaching, the learner and learner strategies have undertaken an increasingly significant role. The individual learner, learner choices, learner autonomy, and learner control have had a pervasive effect for decades now on the learning and teaching of a language. Language learning strategies have been explored and contested for years as well as considerable emphasis has been placed on the role of these strategies for effective language learning. The teacher has been moved to the periphery and the key participant in the classroom, that is, the learner has gained a more prominent role by exhibiting responsibility and control for their knowledge and learning experiences. A substantial body of research has been directed at finding out how language learners handle their learning process and what strategies they employ to enhance performance. Taking into light the above concepts, this paper will provide a broad overview of learning strategies for skill development in a language classroom. The paper will also take into account several landmark studies, identifying their stance on language learning strategies which will further extend our understanding of strategy development and strategy use in a language classroom simultaneously providing insights into how students employ language strategies for effective learning.