THE ANALYSES OF THE DIFFERENCE BETWEEN LANGUAGE LEARNING AND LANGUAGE USE STRATEGIES

Abstract

This article explores the conceptual and practical differences between language learning strategies and language use strategies in second language acquisition (SLA). While a general consensus exists regarding the classification of language learning strategies, typically categorized as cognitive, metacognitive, social, and affective, the debate surrounding the nature and categorization of language use strategies continues. Scholars like Andrew Cohen advocate for a clear distinction between the two, identifying language use strategies as those employed during real-time communication, such as compensatory tactics, retrieval practices, and image-maintenance behaviors. Conversely, Rebecca Oxford’s integrated approach views language use strategies as embedded within broader learning categories. This article examines both perspectives, analyzes their theoretical underpinnings, and discusses implications for language teaching and learner development. Ultimately, the article advocates for a flexible instructional model that equips learners with both learning and use strategies, promoting autonomy, adaptability, and communicative competence.