We recently published the second edition of The Strategy Factor in Successful Language Learning by Carol Griffiths. In this post Carol explains how the new edition builds on the first and introduces us to the new concept of “The Tornado Effect”.
The book begins with the author explaining why, from personal experience, she believes learning strategies to be important, and a number of other personal narratives from well-known people in the learning strategy field are also quoted. This second edition builds on the material in the first edition, but with a number of important additions. In particular:
- The existing literature has been updated, since quite a lot has been written in the five years since the first edition was published.
- The conceptual perspectives have been refined and extended. The issue of strategy definition has been tackled again, and some adjustment made in light of the ongoing debate. The underlying theory has also been re-examined and extended, along with issues of strategy classification. Issues of strategy effectiveness have been considered, especially in light of contextual, target and individual differences. And research methodology, which has attracted criticism in the past, has also been addressed, with suggestions added for data collection and analysis.
- In the section dealing with quantitative perspectives, new studies have been added and the old studies have been re-analysed.
- The qualitative section, which examines interview data obtained from students of different levels of proficiency, ages and genders, and varying learning strategy use has been updated and extended
- The section on pedagogical perspectives has also been considerably extended, with further consideration of issues of strategy instruction. Most notably, strategies appropriate to different knowledge areas (vocabulary, grammar, pronunciation and function/pragmatics) and skills (reading, writing, listening, speaking) have been added and/or extended
- In addition, the glossary, which received much positive appraisal in the first edition for its helpful definitions of key concepts, has been updated and extended.
So, why the Tornado Effect? The Tornado Effect hypothesises that learning is not a linear process: it is spiral, with one piece of knowledge or skill helping to support the next, and so on, in an ever-increasing spiral, much the way a tornado expands into a powerful force. As the section on pedagogical perspectives concludes: “If we could only discover how to harness the power of this Tornado Effect, what a wonderful teaching/learning tool we would have!”
For more information about this book please see our website.