TOWARD A SOCIAL-PSYCHOLOGICAL MODEL OF STRATEGY USE

In the past few years, the literature has shown substantial growth in the study of language learning strategies and their relation to langua ge learning and communication. With such rapid advances, it is necessa ry to closely examine the approach taken to this increasingly complex topic. Some of that complexity seems to arise from treating strategies with too broad a scope. Several other learner and situational variabl es interact with strategies to influence second language proficiency. Therefore, an alternate view of strategies is offered that limits thei r application to those behaviors that are intentional and freely chose n. Finally, a model is presented which postulates that for strategies to be used, students must be aware of one or more appropriate strategi es, have reason to use them, have no impediments to their use, and sho uld experience rewards for using them. The implications of this model for strategy training are discussed.1