SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

I believe that all of these differences are basically valid although in some cases they
contradict each other. The problem is that learning strategies are not a straightforward
phenomenon that can be dealt with a concrete definition but a complex characteristic of
learning which calls for a more flexible treatment. What I am thinking of is a definition that
implies continuums and degrees, and depict all the angles of the matter.

First of all, learning strategies differentiate from other types of strategies in their
objective, which is learning. Although learning strategies are basically the same across
areas, Ellis has specified their role in second language learning, According to him, the
objective of learning strategies includes both the "attempts to master new linguistic and
Sociolinguistic information about a target language" (Ellis; 1994,530) and the "attempts to
become skilled listeners, speakers, readers and writers" (ibid.). Therefore, learning strategies
help to develop linguistic knowledge and linguistic skills and, hence, they "influence the
rate of acquisition and the ultimate level of achievement" (ibid.).

Second, learning strategies show certain degree of consciousness, which calls for a
declarative∕procedural knowledge cline. An important characteristic of learning strategies is
that they are "conscious or potentially conscious" so the attempts that they enhance are
"deliberate" (ibid,37). This fact makes some authors believe that learning strategies occur in
the cognitive stage, that is to say, in fields of declarative knowledge. However, for others,
such as O'Malley and Chamot (1990,191), learning strategies exist in both declarative and
procedural knowledge with different degrees of consciousness. As I see it, these two views
rather than being opposite, are complementary, since the human mind is capable of going in
both directions, from declarative to procedural knowledge and vice versa. Therefore, with a
conscious effort, procedural knowledge can become explicit, that is to say, conscious,
deliberate, declarative.

A third aspect of the definition of learning strategies is their potential learnability, a
feature that has caused strong discussion. The characterisation of declarative knowledge as
something conscious, deliberate and explicit gives a good foundation for the instruction of
learning strategies, which can be taught and understood at this level and then "become
proceduralized with practice", according to O'Malley and Chamot (1990,85). These
researchers (1990,172 and ss) have focused on the instruction of learning strategies and their

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