Abstract:
The present study aims at investigating the patterns of language learning strategy
use employed by two groups of students enrolled in a three-year English degree
course in the department of English of the University of Algiers 2, each one
including 56 learners among first and third-year students. The study tries to
identify the possible difficulties encountered by first-year students when studying
linguistics and making use of their reading and writing skills in this course, and
see whether low or absence of language learning strategy (LLS) use can influence
their learning and achievement. The study also seeks to explore the extent of
teachers’ awareness of the existence of LLS and their integration into their daily
instruction.
