CHAPTER II Review of Literature
2.1 Presentation
This chapter presents different attempts by different scholars to define the Language Learning Strategies. Moreover, it shows different ways of categorizing these strategies and the major techniques used in each strategy.
This part also includes the findings of some of the relevant research.
2.2 Learner training
Research into learner strategies has contributed strongly to the field of ELT by highlighting the possibility of learners becoming more self-reliant in their learning and by generating discussion of how learners can be trained for taking on more responsibility for their learning. During the 1970s, methodological trends in ELT moved towards a perspective of adult learners as capable of self-direction, able to plan and organize their own learning, and able to proceed in language learning with the kind of self-reliance they develop in other areas of their lives. Knowles (1975), for example, claimed that “there is convincing evidence that people who take the initiative in learning (pro-active learners) learn more things and learn better than do people who sit at the feet of teachers, passively waiting to be taught (reactive learners).”
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