Established choice of a definition of foreign language learning strategies/Elección fundamentada de una definición de estrategias de aprendizaje de lenguas extranjeras

Abstract

Among the most notable disagreements in the area of foreign and second language learning strategies are the definition of the term and the characteristics that typify it. However, research on learning strategies, like all serious research, requires a solid definition of its constructs based consistently. This need can be seen in the development of studies shared among researchers from the Department of Spanish of the Linyi University, from China, and the Center of Studies of Sciences of Education (CECEPRI) of the University of Pinar del Río "Hermanos Saíz Montes de Oca", Cuba. In this sense, this article aims to support the informed choice of a definition of language learning strategies through the theoretical discussion of its components. Documentary analysis, content analysis, historical-logical method, analysis-synthesis, deduction-induction and comparative education were used to carry out the study. The most influential definitions were found to be concentrated around two concepts: conscious thoughts and actions and conscious activities. The results obtained allowed the researchers to assume the definition by Oxford & Gkonou (2018), carry out the theoretical discussion of its components, as well as to identify future lines of research focused on the self-regulated and self-directed nature of language learning strategies, the use of learning strategies to learn the culture of the target language, and the influence of the cultural context on students´ behavior and strategic choice.