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Raising Strategic Awareness as a Prerequisite for Successful Strategy Training

  • Olga TrendakEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

Nowadays learning a foreign language is no longer limited only to extensive practice and memorization of new structures and items of vocabulary. Other changes have also been observed, such as, among others, the fact that it is not only the teacher who is responsible for the process of language learning. Language teachers of the 21st century are fully aware of the fact that they need to shift this responsibility onto their students as only this can make their language learners more autonomous and independent. One of the ways of achieving this is by means of strategy training, also referred to as strategy-based instruction (SBI) or strategic intervention. In fact, this notion and its role in the foreign language classroom has gained immense popularity over the last few years. Numerous researchers have appreciated its value and concur with its effectiveness. More importantly, though, there are several empirical studies (Carrier, 2003; Graham & Macaro, 2008; Kusiak, 2001; Kohler, 2002; Seo, 2000; Trendak, 2012) which prove that strategy training can be efficacious when learning (and teaching) the target language. The aim of the paper is to address the notion of strategy training and its particular components. Emphasis will be placed on the process of raising students’ strategic awareness, which many researchers perceive as an indispensable ingredient of SBI.

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.University of ŁódźŁódźPoland

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