Language Learning 41:2, June 1991, pp. 235-273 Learner Use of Strategies in Interaction: Typology and Teachability* Michael Rost Steven Ross Temple University University of Hawai'i at Manoa This paper reports on a two-phase study of L2 learner use of listener feedback, particularly their use of clarification questions, in NS-NNS discourse. The initial research ques- tions of interest concerned the degree to which patterns in listener clarification questions could differentiate learners of varying proficiency, the degree to which use of clarification strategies (move types) could be explicitly taught (rather than developed alongsidelong-termgainsin proficiency), and the extent to which strategy use influenced actual under- standing of listening passages. The first phase of the study was designed to formulate a typology of clarification questions associated with learners along a continuum of L2 proficiency. In this phase of the study, four types of clarification questions were identified through discriminant analysis as being related to language proficiency. These move types are defined as global reprise, local reprise,forward inferencing, and continuution signals. The second phase of the study was an elicitation experi- ment in which learners listened to a narrative and asked clarification questions. The study examined learner use of clarification questions in two distinct presentation settings *Requests for reprints maybe sent to Michael Rost, TESOL Program, Temple University, Japan Campus, 1-7-4 Nishitenma, Kita-ku, Osaka 530, Japan. 235