Karymsakova Katira2025-11-102025-11-102008Karymsakova Katira / Learning of Second Foreign Language / Suleyman Demirel University / Сду хабаршысы, 2008https://repository.sdu.edu.kz/handle/123456789/2168This article examines the classification of strategies applied in the process of learning a second foreign language (2L). It provides a comprehensive overview of metacognitive, cognitive, and social-affective strategies, as well as specific techniques that enhance comprehension, memorization, and communication skills. Metacognitive strategies include planning, directed attention, self-management, and evaluation — enabling learners to consciously control their learning process. Cognitive strategies involve manipulation and transformation of learning material through repetition, note-taking, deduction, and elaboration. Social-affective strategies highlight the role of interaction, cooperation, and self-motivation in language acquisition. The paper further explores processes such as clarification, logical reasoning, memorization, compensation, and automatic regulation. Rubin’s (1995) profile of a “good learner” is discussed, emphasizing characteristics like active communication, tolerance of mistakes, autonomous practice, and constant self-monitoring. The study concludes that effective second language learning depends on the dynamic integration of direct and indirect strategies and that learner autonomy and motivation play decisive roles in mastering linguistic competence.enAttribution-NonCommercial-ShareAlike 4.0 InternationalSecond language learninglearning strategiesmetacognitive strategiescognitive strategiessocial-affective strategieslearner autonomyArticle