Introduction Language learning styles and strategies are among the main factors that help determine how –and how well –our students learn a second or foreign language. The editors and guest editors of Volume 35 have very kindly asked me to write an end-piece to this special issue of "The Language Learning Journal" that has focused on language learner strategies (LLS). This article aims to summarize four major models of language learning and acquisition that have been proposed as theoretical frameworks for classroom instruction and textbook design, and to discuss their impact on textbook-based language learning. THEORETICAL FRAMEWORK According to cognitive learning theories, learners are active participants in the learning and teaching process rather than passive recipients. (1994), strategies are not the end for language instruction, but are suggestions or techniques for enhancing ELL’s self-efficacy and confidence in language learning. A theoretical framework of the language learning process can help break down many of the aforementioned barriers, especially in regards to how students view the language learning process and the roles that the teacher and student should carry within it. Strategies for Language Learning and for Language Use Revising the Theoretical Framework. Language Learner Strategies: Adhering to a Theoretical Framework . They do not The discussion below covers three Language Learning Journal, v35 n2 p239-243 Dec 2007. One advantage is that a theoretical framework is explicit. ability to learn in a particular instructional framework. Strategies for language learning and for language use: Revising the theoretical framework Abstract: Since the late 1970s, there has been widespread research interest in the strategies that learners use in learning and using second languages. Modern Language Journal, 90, 320-337. Macaro, E. (2006). Macaro, Ernesto. Behaviorist, Innatist and Interactionist offer different perspectives on language learning and acquisition which influence the acceptance of how an L2 should be taught and learned. This paper reviews three main theoretical perspectives on language learning and acquisition in an attempt to elucidate how people acquire their first language (L1) and learn their second language (L2).