This article discusses commonly held myths and misconceptions about second language learning and attempts to clarify a number of important issues in the area of SLA. 

This article presents some of the most influential theories of SLA.  It first outlines some general distinctions and categorizations concerning the different theories as well as criteria for the evaluation of the various theories. A critical overview follows the description of each theory and its contribution to SLA research. In this article, the monitor model, Interlanguage theory, Uinversal Grammar theory and some cognitive theories are covered. 

This article discusses the importance of contextual factors (i.e. individual, social and societal factors) and how these factors affect second language learning.

This article first discusses the definitions of motivation transfer and how these two factors affect the language learning.

This article explores Gardner's socio-educational model and the significance of motivation as a contributing factor in second language acquisition.

This article outlines effectiveness and orchestration of L2 learning strategies, factors influencing the choice of L2 learning strategies, and L2 learning strategy training. 

This article provides an overview of language learning strategies (LLS) for second and foreign language teachers. It outlines the background of LLS and LLS training, discusses a three step approach teachers may follow in using LLS in their classes, and summarizes key reflections and questions for future research on this aspect of L2/FL education.

This digest discusses the goals and frameworks of strategy training, highlights approaches to such training, and lists steps for designing strategy training programs.

This article presents a model of metacognition consisting of five metacognitive skills: (1) preparing and planning for learning, (2) selecting and using learning strategies, (3) monitoring strategy use, (4) orchestrating various strategies, and (5) evaluating strategy use and learning. The author suggests that second language teachers should help students learn to think about what happens during the language learning process, which will lead them to develop stronger learning skills.

This digest provides an overview of the methodological foundations underlying the lexical approach and the pedagogical implications. The lexical approach concentrates on developing learners' proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or "chunks," and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar.

This digest focuses on insights from the author's long-term research on the writing experiences of a group of second language (L2) university students. These insights suggest possible ways of making writing classes more useful to L2 students.

This article gives a brief description of each learning style and how language teacher can teach these styles to students.

本文探討語言學習策略的定義及特性，以及介紹 Oxford 的語言學習策略分類。作者並強調學習策略在語言教學上，佔有相當重要的地位，教師應對語言學習策略深入瞭解，進而將語言學習策略靈活運用於教學中。

本文分析成功語言學習者的特質、所使用的學習策略，並歸納相關研究，找出影響學習者選擇學習策略的各個因素以及其影響方式。

本文指出訓練學生使用語言學習策略前所需注意的事項與評估，並分析策略訓練的三種類型，同時提供學者所建議的學習策略訓練步驟。最後，分別就六大學習策略運用在聽說讀寫四大技巧上，提出建議供讀者參考。