Wow! eBook
Language Learning Strategies in Independent Settings
Author(s): Stella Hurd (Editor), Tim Lewis
- Publisher: Multilingual Matters
- Publication Date: 15 Sept. 2008
- Edition: Illustrated
- Language: English
- Print length: 304 pages
- ISBN-10: 1847690971
- ISBN-13: 9781847690975
Book Description
Language learning strategies have been a topic of research for roughly three decades. Broadly speaking, that research has focused on classroom tuition, predominantly at secondary level. Increasingly, however, language learning occurs in independent settings, whether at distance, on Institution-Wide Language Programmes (IWLPs), or in virtual environments. Success in independent language learning is achieved by autonomous individuals with a capacity for self-regulation. Yet we still know relatively little about the specific means they use to learn effectively, whether in terms of the affective strategies they employ to sustain motivation, the metacognitive strategies required for planning, monitoring and evaluating their learning, or the specific cognitive strategies applied to difficult learning tasks. These are all discussed and evaluated in Language Learning Strategies in Independent Settings.
Editorial Reviews
Review
The book has a good balance between theory, research and reports on practice, with useful illustration of tools and resources, and variety in the language and cultural contexts discussed.
This book extends the field of language learning strategies to ILL contexts through overviews of pertinent research to date. Its strength is in venturing to present theoretical frameworks and methodological examples for fields of focus in ILL that are frankly begging for more research. The book provides an informed foundation as a jumping off point.
About the Author
Stella Hurd is a Senior Lecturer in French at the Open University, where she has developed materials at all levels since 1994. As a member of the Open Universityâ(TM)s Centre for Research into Education and Educational Technology, her main research focus is distance language learning and teaching, which embraces autonomy, affect, learning strategies and learner support. She has published on all these topics in refereed journals and books and has also co-edited three books on adult language learning.
Tim Lewis is currently a Lecturer in French in the Department of Languages of the Open University. From 1993 to 2001 he was Director of the Modern Languages Teaching Centre of the University of Sheffield where he introduced Tandem learning into UK Higher Education. A member of the Open Universityâ(TM)s Centre for Research into Education and Educational Technology, he has co-edited two previous books on technology-based language learning and on tandem learning.
Excerpt. © Reprinted by permission. All rights reserved.
Language Learning Strategies in Independent Settings
By Stella Hurd, Tim Lewis
Multilingual Matters
Copyright © 2008 Stella Hurd, Tim Lewis and the authors of individual chapters
All rights reserved.
ISBN: 978-1-84769-097-5
Contents
The Contributors, vii,
Introduction, xii,
Part 1: Language Learning Strategies: Theory, Research and Practice,
1 Language Learning Strategies in Independent Language Learning: An Overview Cynthia White, 3,
2 Individual Variation and Language Learning Strategies Phil Benson and Xuesong Gao, 25,
3 Hero With a Thousand Faces: Learner Autonomy, Learning Strategies and Learning Tactics in Independent Language Learning Rebecca L. Oxford, 41,
Part 2: Strategies for Skills Development in Independent Language Learning,
4 Independent Second Language Reading as an Interdependent Process Carolyn Gascoigne, 67,
5 Learning Strategies for Listening Comprehension Larry Vandergrift, 84,
6 Second Language Composition in Independent Settings: Supporting the Writing Process with Cognitive Strategies Melanie Bloom, 103,
7 Speaking Strategies for Independent Learning: A Focus on Pragmatic Performance Andrew D. Cohen, 119,
8 Bringing the Learner Back Into the Process: Identifying Learner Strategies for Grammatical Development in Independent Language Learning Elspeth Broady and Nick Dwyer, 141,
9 Deliberate and Incidental: Vocabulary Learning Strategies in Independent Second Language Learning John Klapper, 159,
10 Strategies for Acquiring Intercultural Competence Inma Alvarez, Tita Beaven and Cecilia Garrido, 179,
Part 3: Strategies for Learner Self-Management,
11 Learning Logs and Strategy Development for Distance and Other Independent Language Learners Linda Murphy, 199,
12 Affect and Strategy Use in Independent Language Learning Stella Hurd, 218,
13 Collaborative Language Learning Strategies in an Email Tandem Exchange Ursula Stickler and Tim Lewis, 237,
14 Self-correction Strategies in Distance Language Learning Mike Truman, 262,
15 Strategies for Online Learning Environments Mirjam Hauck and Regine Hampel, 283,
16 Integrating Strategy Instruction into Learning Materials Linda Murphy, 303,
Index, 321,
CHAPTER 1
Language Learning Strategies in Independent Language Learning: An Overview
CYNTHIA WHITE
Introduction
The notions of independence, autonomy and control in learning experiences have come to play an increasingly important role in language education. A number of principles underpin independent language learning – optimising or extending learner choice, focusing on the needs of individual learners, not the interests of a teacher or an institution, and the diffusion of decision-making to learners. Independent language learning (ILL) reflects a move towards more learner-centred approaches viewing learners as individuals with needs and rights, who can develop and exercise responsibility for their learning. An important outgrowth of this perspective has been the range of means developed to raise learners' awareness and knowledge of themselves, their learning needs and preferences, their beliefs and motivation and the strategies they use to develop target language (TL) competence. In this chapter I begin with an overview of the concept of independent language learning, and of the particular contribution of language learning strategies to this domain. I argue that a fundamental challenge of independent language learning is for learners to develop the ability to engage with, interact with, and derive benefit from learning environments which are not directly mediated by a teacher. Drawing on learner conceptualisations of distance language learning I argue that learners develop this ability largely by constructing a personally meaningful interface with the learning context, and that strategies play a key role in this regard. In the latter half of the chapter I focus on a series of landmark studies, identifying how they illuminate important aspects of independent language learning, extend our understanding of strategies and strategy development and provide insights into how students use strategies within independent learning contexts. The following three sections provide historical and theoretical background, while the two main sections in the remainder of the chapter provide a state of the art overview of language learning strategies in ILL.
The Emergence of Independent Language Learning
Concern for the individual learner and for learner choice, control and responsibility has been a pervasive influence on language learning and teaching for more than three decades (Brindley, 1989; Holec, 1981, 1987; Holec et al., 1996; Nunan, 1988; Rubin, 1975; Tudor, 1996), and is central to the idea and practice of independent language learning. The expectation that language learners can be independent, and that this is an important attribute and goal, underlies much of the writing on learner autonomy (Benson, 2001; Broady & Kenning, 1996; Little, 1991; Wenden, 1991), self-access learning (Sheerin, 1997), distance learning (Hurd, 2005; Murphy, 2005a, 2005b; Vanijdee, 2003; White, 2003, 2006), resource-based learning (Guillot, 1996), self-directed learning (Carver, 1984) and different forms of online learning such as tandem partnerships (Lewis & Walker, 2003). But independent in what sense? Here I explore three broad interpretations of independent language learning, the first concerning the learning context, the second outlining a philosophy of learning and the third based on learner attributes (see Figure 1.1).
Independent language learning can refer to a context or setting for language learning (Benson & Voller, 1997; Wright, 2005) in which learners develop skills in the TL often, though not always, individually. The emphasis here is on independence from the mediating presence of a teacher during the course of learning. In addition, the degree of freedom learners have to make choices (Anderson & Garrison, 1998), to select learning opportunities and to use resources according to need is highlighted. Self-access learning (Gardner, 2007), distance learning (White, 2007) and language advising (Gremmo & Castillo, 2006) represent ways of organising learning aligned to this interpretation, each of which has its own strong tradition in cultures as diverse as those of Scandinavia, the People's Republic of China, New Zealand and France.
A second dimension of independent language learning refers to a philosophy or approach to learning which aims to develop and foster independence in learners, who may or may not be in independent learning settings. Dickinson (1994), for example, argues that the most effective way of developing favourable attitudes towards independence is for teachers to prepare language learners to think about their needs and objectives and then to learn how to structure their learning. From another perspective, Candy (1991) argues that independent learning can be both a goal and a process and that the two are intertwined. Paul (1990: 37) captures both goal and process aspects, suggesting that the most important criterion for success in distance education should relate to learner independence and that 'the ultimate challenge ... is to develop each individual's capacity to look after his or her own learning needs'. This approach, promoting learner independence, has been highly influential within the learner autonomy movement (Benson, 2001). I shall shortly return to examining the relationship between learner autonomy and learner...
