Learning strategies present a crucial concept of many disciplines. Since the 1960s, in the context of constructivist theory, they have been gaining an important place in the theory of first and second language acquisition. Nowadays, learning strategy is a concept that captures a wide range of linguistic behaviours. Strategies are defined as sets of potentially “conscious thoughts and actions that learner takes to achieve a learning goal” (Chamot 2004), or as operations to acquire, retain, retrieve or perform (Rigney 1978). The concept is connected with self-regulation, metacognition, learning style, and cognitive style. Strategies are most often classified according to psychological functions – cognitive, metacognitive, socio-affective (O´Malley, Chamot 1990), or 4 basic language skills (Cohen, Weaver 2006).

Our research is based on Cohen and Weaver´s (2006) language learning strategy classification based on language skills and adapted, enlarged Young Learners´ Language Strategy Use Survey (Cohen, Oxford 2002). Strategies are divided into 5 groups (listening, reading, writing, speaking, vocabulary and translation strategies). Listening strategies are strategies to become familiar with the sounds of the language and to listen to a conversation in it. Reading strategies are used to improve reading ability such as skimming for the main idea and summarizing materials strategically. Writing strategies aim, for instance, at planning, writing, and reviewing essays. Speaking strategies are used to practise speaking, engage in conversation, and keep the conversation going when words or expressions are lacking. Vocabulary strategies help learn, review, or recall new vocabulary. Translating strategies are related to translating back into the native or dominant language to understand or retain information, and working in the target language as possible. (Cohen, Weaver 2006)

The research questions were: Do the pupils use strategies differently in the development of the 4 language skills? Which skill is the most supported by strategy use? Is any language skill development at risk because of low strategy use? Which strategies do pupils most use? Do pupils use strategies more at the end of lower secondary level than at the beginning of this educational level? Do pupils learning German and English differ in their strategy use? Does strategy use depend on the teacher in all language skills?

O’Malley, J. M., Chamot, A. U. (1990): Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. Rigney, J. W. (1978): Learning strategies: a theoretical perspective. In: O’Neill, jr., H. F. (Ed.) Learning strategies. New York: Academic Press, pp. 165-205. Chamot, A. U. (2004): Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, vol. 1, Nr. 1, pp. 14-26. Cohen, A. D. & Oxford, R. L. (2002): Young Learners´ Language Strategy Use Survey. In: Cohen, A. D. & Weaver, S. J. (2006): Styles- and Strategies-Based Instruction. A Teachers´ Guide. Minneapolis, USA: Centre for Advanced Research on Language Acquisition, University of Minnesota, pp. 75-78. Cohen, A. D. & Weaver, S. J. (2006): Styles- and Strategies-Based Instruction. A Teachers´ Guide. Minneapolis, USA: Centre for Advanced Research on Language Acquisition, University of Minnesota. This paper was funded by Czech Ministry of Education, Youth and Sports – project LC06046 Centre of Advanced Research in School Education.