The Relationship among EFL Learners’ Use of Language Learning Strategies, Reading Strategies, and Reading Comprehension-دانلود پایان نامه ارشد رشته زبان خارجی

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  The Relationship among EFL Learners’ Use of Language Learning Strategies, Reading Strategies, and Reading Comprehension

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2.2 Language Learning Strategies

Although there has been a great deal of research on language learning strategies defining those strategies is not clear-cut. While there is not great agreement between scholars’ definition, as stated in Griffiths (2004) “Skehan (1989, p.285) entitles strategies as “explosion of activity”, Wenden and Rubin (1987, p.7) state “the elusive nature of the term”, Ellis (1994, p.529) mentions it as “fuzzy”; and O’Malley , Chamot, Stewner-Manzanares, Kupper, & Russo (1985) believe that “there is considerable confusion about definitions of specific strategies and about the hierarchic relationship among strategies””.

Cohen (1998) claims language learning strategies are those processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a second or foreign language, through the storage, retention, recall, and application of information about that language. Generally, language learning strategies are beneficial because they make students autonomous, that is, students can be responsible for their own learning (Nation, 2001, p.222).

As mentioned in National Reading Panel’s report (2000) there are three fundamental

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