Learning strategies are part of learning to each of subjects, including foreign languages. Currently, strategies of learning a foreign language are dealt by Oxford, Chamot, Cohen and O'Malley.

The first research findings on the second language learning strategies were introduced by Rubin (1975). Later, strategies were defined by Wenden and Rubin as "any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information" (1987, p. 19). There has been a research on learning strategies in terms of linguistic and sociolinguistic competence (Faerch, Kasper 1983), according to Richards and Platts the basis of strategies is to make understanding and comprehension of language information easier and are the part of intentional behavior (1992, p. 209). Chamot and O'Malley access to strategies especially as to tools for self-regulated learning (1990, p. 5, 2006, p. 5). 

Oxford defines learning strategies as "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective and more transferrable to new situations." (1989, p. 8). 
To research the strategies there are most frequently used questionnaires such as the Language Strategy Use Survey by Cohen, Oxford and Chi (2002) based on the concept of Style-and Strategies-Based Instruction (SSBI) of Cohen and Weaver (2006, p. 3) and which is focused primarily on English language students for who English is not the mother tongue.

In our research we use the SSBI approach (Cohen, Weaver 2006) and the questionnaire Language Strategy Use Survey (Cohen, Oxford, Chi 2002). The questionnaire examined the learning strategies in the context of the 4 language skills (listening, writing, reading and speaking) and some linguistic aspect (vocabulary, translation).  The concept is appropriate for pupils and teachers who work on language skills in individual classes of a foreign language, understand and know the concepts.

The aim of our research (Vlčková, Přikrylová 2010a, b) was to measure the use of foreign language learning strategies by pupils and the support of strategy use by teacher. 

In this paper, we present the results of pupils´ use of strategies in relation to language skills and the teacher´s support of pupils´ foreign language learning strategies. The research was carried out on a grammar school (comprehensive upper secondary level of education - ISCED 3) in 2011. Of 914 respondents  901 were pupils and 13 were teachers.

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