"Language Learner Strategies combines principles with research and classroom practice, providing a new view of language learning to inform policy and teaching methodology. Divided into three parts, the book draws links between language learning theory in the established research literature, the authors' own empirical studies and the implications for curriculum policy and teacher education. The book addresses issues that to date have not been fully explored including the strategies of the 12-15 year old age range learning Modern Languages such as French, German, Spanish and Mandarin Chinese. A special focus is given to the sociocultural aspects of learner strategies and their link with psychological contexts in which they are used. The authors explore the cognitive turn in language learner strategy research and the practical teaching approaches it helps to develop. It sets a future agenda for learner strategy research and classroom practice."--Bloomsbury Publishing
In this timely book, the authors offer a wide-ranging view of language learner strategies. They not only provide theoretical insights by relating strategies to evolving methods and principles of language teaching, but they also give fascinating examples of learner strategies projects conducted in classrooms. The book's consideration of the role of context in the deployment of language learner strategies, and its attention to strategies employed by bilingual learners are especially valuable. I'm sure it will be of interest to a range of readers, including teachers, teacher educators and researchers.
Suzanne Graham, Professor of Language and Education, University of Reading, UK||Grenfell and Harris demonstrate their savvy with regard to LLS theory, research, and practice in this timely look at the field. They provide a refreshing review of research, integrating it expertly with their own innovative research focused on an understudied group of foreign language learners, namely, middle schoolers, including a look at affect and at strategies for memorizing Chinese characters. The volume provides numerous ideas for further research.
Andrew D. Cohen, Professor in the Second Language Studies Program, University of Minnesota, USA||Grenfell and Harris's treatment of language learning strategies achieves a remarkable integration of theory, research, and practice. The authors also balance breadth and depth, striking a tone one might describe as 'accessibly authoritative'. This is a text for all professionals in the realm of second language development.
Luke Plonsky, Associate Professor in Applied Linguistics, Georgetown University, USA||This is a well-researched and engaging book, bringing together both cognitive and social perspectives on language learner strategies and making a convincing case for their centrality in learning and teaching. The insights into hitherto overlooked issues such as affect, third language learning and non-alphabetic writing systems, are refreshing and illuminating. The implications for pedagogy, curriculum design and teacher education are also well captured. This is a book I would highly recommend as valuable reading for pre- and in-service teachers alike.
Gee Macrory, Centre Leader for Languages and English Principal Lecturer, Faculty of Education, Manch