1. Classification of the Language Learning Strategies Language Learning Strategies have been classified by many scholars (Wenden and Rubin 1987; O'Malley et al. 1985; Oxford 1990; Stern 1992; Ellis 1994, etc. ). Strategies can be classified by skill area.This classification includes the receptive skills(Listening and reading) and the productive skills(speaking and writing).There are also skill- related strategies that can across all four skill -areas as vocabulary learning and grammar strategies. Because they may play a role in how learners listen or read as well as in the production of spoken or written Language.

2. Most of Scholars agree to classify the language learning strategies into: Direct Strategies According to Oxford (1990), "Language learning strategies that directly involve the target language are called direct strategies" According to him " direct strategies are : Memory strategies-- Cognitive strategies -- Compensation strategies indirect Strategies According to Oxford (1990)”indirect strategies support and manage learning without directly involving the target language “ are also three: Metacognitive strategies – Affective strategies – Social strategies.

3. Direct strategies Memory strategies, such as grouping or using imagery,have a highly specific function " helping students to store and retrieve new information. Cognitive strategies, such as summarizing or reasoning deductively, which enable learners to understand and produce new language by many different means. Compensation strategies,like guessing or using synonyms, which allow learners to use the language despite their often large gaps in knowledge.

4. Indirect strategies Metacognitive strategies,( higher – order thinking that enable understanding,analysis,and control of one's cognitive process when engaged in learning ) allow learners to control their own cognition – that is to coordinate the learning process by using functions such as centering, arranging,planning and evaluating. Affective strategies, help to regulate emotions,motivations, and attitude. Social strategies, help foreign language learners to learn through interaction with others"

5. Factors affecting strategy training A number of factors are assumed to affect the types, numbers, and frequency of use of language learning strategies: like : motivation, aptitude,learning style,age,sex, task difficulty and language proficiency. These factors need to be considered in planning for strategy instruction. These factors are summarized as in the following figure:

6. Factors affecting learners’ choice of language strategy training Beliefs about language learning Learners’ age,gender, style, strength of motivation and level of language proficiency. Task difficulty

7. The material used in strategy training Strategy instruction should contain material that is neither too difficult nor too easy,but that represents a stretch. Strategies work with best with on material that is challenging but not beyond the students' capability. If the material is too easy,students do not need strategies to understand or produce it. And if the material is too difficult, the strategies do not work.Materials selected for strategy practice should be in between, not rehearse what they already know or be totally beyond them.

8. Strategy training material should involve collaborative learning and modeling because language is not an isolated individual activity but rather an interactional activity taking place in classroom. Forms of collaborative learning appear in strategy cycle of instruction when learners brainstorm together how they approach a task or model their strategies for each other,or practise new strategies together or in groups, or check each other's work.

9. Teachers’ preparation for strategy instruction The language teacher aiming at training his students in using language learning strategies. He should learn about the students, their interests, motivations, and learning styles. The teacher can learn what language learning strategies students already are using by observing their behavior in class. Do they ask for clarification or correction? Do they cooperate with their peers? Besides observing their behavior in class, the teacher can prepare a short questionnaire so that students can fill in at the beginning of a course to describe themselves and their language learning.

10. Thus, the teacher can learn the purpose of their learning a language, their least favorite kinds of class activities, and the reason why they learn a language. The teacher can have adequate knowledge about the students, their goals, motivations, language learning strategies, and their understanding of the course to be taught (Lessard- Clouston 1997:5).

11. It is a fact that each learner within the same classroom may have different learning styles and varied awareness of the use of strategies. The language teacher should, therefore, provide a wide range of learning strategies in order to meet the needs and expectations of his students possessing different learning styles, motivations, etc.

12. To sum up,researchers tend to agree that teacher preparation for strategy instruction is enhanced by using an experimental approach that enables teachers to discover their own strategies, consider the new ones, and learn how to model and teach them

13. Features of strategy training programs Most scholars agree that any program of strategy training should take into account the following“: Strategies have to be experienced,evaluated and taken on board in combination. Strategies should serve a number of skills and processes. Strategies have to be linked to type of task. Most strategy types should have been addressed in some limited form before learners reach the advanced age.

14. Motivational training should accompany learning strategy. Ineffective language learners should have top priority for strategy training,and they should be encouraged to belief that their difficulties are due to lack of strategies rather than lack of aptitude. Students should be offered a menu of learning strategies options so that they can select those that work best for them.

15. Teachers should be aware of the effect that age and cultural background may have on learning strategy use, and be able to make adaptations when either of these factors appears to impede strategy use. Students should be taught the language needed to understand and talk about strategies from the beginning level of language learning instruction, or the learning strategies instruction at this level should be provided through the native language.