Studies on second language (L2) learners' strategies tended to characterize strategies as individual learners' cognitive predispositions or personality traits, leaving a critical question unanswered: Why do learners use different strategies in different contexts? From a sociocultural perspective, this article pursued this question by focusing on the impacts of the classroom context and the broader social context on the use of L2 learner strategies. The authors argue that the emergence, use, and distribution of L2 strategies cannot be fully understood without examining the specific social relationships and power relations in the language classroom. By highlighting the situated aspect of L2 learner strategy development, therefore, this article attempt to help educators construct a learning environment that can facilitate L2 learners' use of productive strategies to enhance their language learning. (Contains 2 notes.)