On the issue of the theoretical foundation of language learning strategies

Znanstveno-istraživačko bavljenje strategijama učenja jezika, sporadično u 1970-im i 1980-im godinama, doživjelo je svoj vrhunac krajem 20. stoljeća, no od tada je znanstveni interes za ovo područje ponovno oslabio. Zatišje se može pripisati brojnim teorijskim i definicijskim nejasnoćama. S druge strane, nekadašnje zanimanje praktičara za strategije učenja jezika ni danas ne opada. Stoga ovaj rad tematizira teorijsku podlogu strategija učenja jezika kao osnovnu pretpostavku za njihovo znanstveno utemeljeno istraživanje u nastavnoj praksi stranih jezika. U prvom se dijelu rada uvidom u odabrane modele strategija učenja jezika analizira mogućnost stvaranja čvrstoga teorijskog polazišta, dok se u drugom dijelu problematizira njihovo terminološko i definicijsko određenje. Elaboriranjem ključnih problema nastoji se ukazati na nužnost njihova intra- i interdisciplinarnoga rješavanja kako bi empirijsko istraživanje imalo teorijsku podlogu te ponudilo znanstveno utemeljene pedagoške implikacije.A small number of studies regarding language learning strategies in the 1970s and the 1980s reached its peak by the end of the 20th century; however, since then, research interest in this field has been waning. This declining interest could be attributed to a number of issues regarding theoretical foundations and definitions. On the other hand, throughout all this time the interest of classroom practitioners has not been waning. Therefore, this paper explores the theoretical foundations of language learning strategies as a primary prerequisite for a research based study of these strategies in the practice of teaching foreign languages. In the first part of the paper, we investigate the possibility of developing a firm theoretical foundation based on insights into the selected models of language learning strategies. In the second part of the paper, we raise the issue of terminology and the definition of language learning strategies. By elaborating on the key issues, we attempt to emphasize the need for an intra- and interdisciplinary approach in order to create theoretically based empirical research and to draw empirically based pedagogical implications