This review of literature and discussion focus on the explicit training of second language learners in learning strategies and techniques. The history of learner training--teaching how to learn-in second language instruction is traced from the early 1900s, and its goals (educational, personal, and social) are outlined. Metacognitive strategies (planning, monitoring, and evaluating skills) and affective strategies the individual can use to manage learning, strategies for processing learning, and the knowledge (person, task, and strategic) needed to understand the learning process are explained. Suggestions are made for curriculum developers and teachers wishing to design learning plans to promote autonomous learning. These include deciding on the priority to be given to learner training, whether to separate learner training from language training, and incorporating learner training with the pedagogical task and/or at the level of syllabus design. A variety of indirect and direct methods for implementing learner training are then described. Roles of teacher and learner in these processes are also examined. Contains 134 references. (MSE)