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Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
A autora menciona o uso do termo “L2” para designar o
inglês tanto como língua estrangeira quanto como segunda língua. A BNCC adota o conceito de língua franca para
o inglês a ser ensinado nas escolas. A opção por esse
conceito, como mencionado na BNCC, implica
