Abstract
Research into the strategies employed by good learners shows that it is not enough to teach a foreign language to make learners achieve success. It is the introduction of language learning strategies that can make the process more efficacious (Rubin et al. 2007). On many occasions, less proficient language learners, despite their great effort and perseverance, experience frustration due to their unsatisfying results. What is more, they fear they will never master the target language the way their more advanced classmates did. Strategy training, or direct instruction thanks to which learners learn how to use learning strategies effectively (Cohen 1998), may appear to be very useful in such cases. Thanks to its implementation, learners receive an opportunity to enrich their knowledge about strategies, which might make learning the target language more successful. Furthermore, strategic intervention is believed to boost learners’ confidence and promote autonomous behaviors. The paper reports the results of a study conducted among advanced learners of English which examined the impact that strategic intervention exerted on the acquisition of a specific grammar feature.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Anderson, N. J. 2002. The role of metacognition in second language teaching and learning. ERIC Digest, April, 2002: 3–4. ED463659.
Carrier, K. A. 2003. Improving high school English language learners’ second language listening through strategy instruction. Bilingual Research Journal 52: 401–438.
Chamot, A. U. 2005. Research on language learning processes. Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics 25: 112–130.
Chamot, A. U. and J. M. O’Malley. 1987. The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly 21: 227–249.
Chamot, A. U., S. Barnhardt, P. B. El-Dinary and J. Robbins. 1999. The learning strategies handbook. White Plains, NY: Longman.
Cohen, A. 1998. Strategies in learning and using a second language. London and New York: Longman.
Cohen, A. D. and E. Aphek. 1980. Retention of second language vocabulary over time: Investigating the role of mnemonic associations. System 8: 221–235.
Dörnyei, Z. 2007. Research methods in applied linguistics. Oxford: Oxford University Press.
Droździał-Szelest, K. 1997. Language learning strategies in the process of acquiring a foreign language. Poznań: Motivex.
Droździał-Szelest, K. 2004. Strategie uczenia się języka obcego: badania a rzeczywistość edukacyjna. In Autonomia w nauce języka obcego, ed. M. Pawlak, 31–43. Poznań-Kalisz: Adam Mickiewicz University Press.
Hassan, X., E. Macaro, D. Mason, G. Nye, P. Smith and E. Vanderplank. 2005. Strategy training in language learning – a systematic review of available research. In Research evidence in education library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Nunan, D. 1995. Closing the gap between learning and instruction. TESOL Quarterly 29: 133–158.
Nyikos, M and R. L. Oxford. 1993. A factor analytic study of language learning strategy use: Interpretations from information-processing theory and social psychology. Modern Language Journal 77: 11–22.
O’Malley, J. M., A. Chamot, G. Stewner-Manzanaraes, L. Kűpper and R. Russo. 1985. Learning strategies used by beginning and intermediate ESL students. Language Learning 35: 21–46.
O’Malley, J. M. and A. U. Chamot. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Pawlak, M. 2006. The place of form focused instruction in the foreign language classroom. Kalisz – Poznań: Adam Mickiewicz University Press.
Pressley, M. 2000. What should comprehension instruction be the instruction of? In Handbook of reading research, eds. M. L. Kamil, P. B. Mosenthal, P. D. Pearson and R. Barr, 545–561. Mahwah: Erlbaum.
Rubin, J. 1981. The study of cognitive processes in second language learning. Applied Linguistics 2: 117–131.
Rubin, J. 1990. Improving foreign language listening comprehension. In Georgetown University round table on languages and linguistics, ed. J. Alatis, 309–316. Washington, DC: Georgetown University Press.
Rubin, J., A. U. Chamot, V. Harris and N. J. Anderson. 2007. Intervening in the use of strategies. In Language learner strategies: 30 years of research and practice, eds. E. Macaro, and A. D. Cohen, 141–160. Oxford: Oxford University Press.
Shen, H-J. 2003. The role of explicit instruction in the ESL/EFL reading. Foreign Language Annals 36: 424–233.
Tang, H. N. and D. Moore. 1992. Effects of cognitive and metacognitive pre-reading activities on the reading comprehension of ESL learners. Educational Psychology 12: 315–331.
Vieira, F. 2003. Addressing constraints on autonomy in school contexts: Lessons from working with teachers. In Learner autonomy across cultures: Language education perspectives, eds. D. Palfreyman, and R. C. Smith, 220–239. Basingstoke: Palgrave Macmillan.
Wenden, A. 1987. Incorporating learner training in the classroom. In Learner strategies in language learning, eds. A. Wenden and J. Rubin, 159–178. Cambridge: Prentice-Hall.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Trendak, O. (2014). Strategy Training and its Application in the Process of Foreign Language Learning. In: Pawlak, M., Bielak, J., Mystkowska-Wiertelak, A. (eds) Classroom-oriented Research. Second Language Learning and Teaching. Springer, Heidelberg. https://doi.org/10.1007/978-3-319-00188-3_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-00188-3_5
Published:
Publisher Name: Springer, Heidelberg
Print ISBN: 978-3-319-00187-6
Online ISBN: 978-3-319-00188-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)