This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. The book begins by discussing underlying theoretical issues and then presents evidence from empirical studies; in addition to presenting a quantitative view, the book also takes a qualitative look at strategy use by individuals. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view.

This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.

A review of the literature on learning strategies, describing and classifying learning strategies in second language learning.

How to Be a More Successful Language Learner incorporates the latest thinking about learner strategies and language learning. Language learners and teachers alike discover the psychological, linguistic, and practical aspects of the successful acquisition of a new language.

This book is one of the most influential research studies on Second Language Learning ever undertaken. The Good Language Learner addresses key problems for teachers about the strategies that successful learners use, the attitudes they show to the language they are learning, the nature of their most successful experiences and similar issues. It is based on the direct experience of a wide range of learners. It enables us to recognise the combined roles of fluency activity and natural communication on the one hand, and accuracy activity with formal understanding of the language system and the mistakes that one is liable to make as a learner, on the other hand. Few works of empirical analysis in language teaching have had so much influence, and this edition should be an essential component of any teacher's library in local authority centres, schools, teacher education institutions, and the home library of language teachers.

Language learning strategies (LLS), here defined as specific actions or mental procedures that assist in fulfilling language learning goals, have attracted increasing attention as one of the factors that impact second language acquisition. A key reason for their appeal is that language learning strategies can be manipulated to an extent that most other language acquisition factors cannot. Moreover, these strategies appear to be a relatively powerful factor in learning another language. Nearly all of the language learning strategy research to date has been conducted with the intention of helping less successful language learners. However, advanced language learners stand to benefit greatly from language learning strategy research, as well. The purpose of this thesis is to examine the research done on language learning strategies and language learning strategy instruction, especially as it pertains to advanced adult learners of a second or foreign language. This paper provides a comprehensive review of LLS studies and research findings, and concludes with an alternative paradigm of, and approach to, language learning strategy instruction for advanced language learners. The appendix, which includes tables such as a list of factors that affect second language acquisition and LLS selection and use, may also have special appeal to researchers in this area. (Contains 7 tables.).