【Abstract】Learning strategy instruction in L2 acquisition is really at issue. It is a very complex task . The goal of strategy instruction is to help learners to learn how to employ strategies flexibly and how to select appropriate strategies to perform a particular learning task. Metacognitive strategies may be thought of as core learning strategies because they are applicable to a variety of learning tasks and also because they are overarching strategies above cognitive strategies and social/affective strategies. This paper explores the issues of strategy training in L2, and stresses the importance of metacognitive strategies in strategy instruction.
【Key words】learning strategies；strategy instruction；metacognitive strategy; metacognitive skills.
When it comes to training learners in the use of learning strategies in L2 acquisition, maybe it is most appropriate to say “there is a lot to play for” (Skehan 1991 as cited in Ellis, 1994, p.558). Up to now, there are a large number of material on training learners to use effective language learning strategies (e.g., Ellis and Sinclair 1989; Brown 1989; Oxford 1990; Wenden 1986b and 1991). However, there have been few empirical studies evaluating the the success of the training on L2 learners (Ellis,1994). It has not proved an easy task to incorporate the accumulation of knowledge about strategies in effective learning into the teaching process (Williams&Burden, 2000 ). Because of the lack of solid evidence, there appeared two opposite viewpoints on the issue of strategy instruction.
1.Argument on strategy instruction
It is argued that since not enough is yet known about the relations between learning strategies and language learning, caution should be exercised in attempting to train learners to use particular strategi
es. Rees-Miller (1993; 1994) argues that in view of the lack of evidence for the effectiveness, resources spent on strategy training might be better directed elsewhere. Benson (2005) argue that the correlation between strategy use and improved performance is not necessarily a causal-effect relationship.
The research literature contains a wealth of descriptions of attempts to teach language learning strategies. These researchers mainly include O’Malley and Chamot (1990), Wenden and Rubin (1987), and Oxford and Crookall (1989). It is worth noting that the results of most of their studies indicate that those who were explicitly taught strategies perform better on a range of language tasks than did the control groups who received no strategy training (Williams&Burden, 2000). McDonough’s (1999) review of research suggests that the hypothesis that learners can learn how to use effective strategies remains valid. Obviously, the explicit teaching of strategies has received a considerable amount of attention. Most of researchers are in favor in strategy training. In China, the summer institute on L2 learning strategy training and research was held in Nanjing University in 2003 (Wang, L. F &Wen Q. F., 2003).