This month we published Situating Language Learning Strategy Use edited by Zoe Gavriilidou and Lydia Mitits. In this post the editors explain what inspired them to write the book.
Our interest in language learning strategies started almost two decades ago in Greece as an attempt to find practical solutions to practicing language teachers’ questions about how to make their learners become more efficient, more effective and more motivated when learning a second/foreign language and how to make the whole learning experience more enjoyable. While looking for answers, in an already extensive body of relevant research, we came to realize that an important goal of any education system – an autonomous, self-regulated learner – can’t be achieved without training that learner in a successful use of language learning strategies. Thus, we embarked on an exciting journey of the study of language learning strategies through a large-scale nationwide research followed by international cooperation with world leading researchers as well as new enthusiasts.
In doing so we constantly tried to answer the following questions:
- What are the current and future trends in language learning strategy research?
- What are the major gaps in language learning strategy research?
- What are the theoretical tools and research methods that researchers have at their disposal in order to address language learning strategies?
- How has research in language learning strategy use in diverse contexts promoted strategy instruction and learner autonomy?
Here we are now, gratified by the fact that the Second International Conference on Situating Strategy Use: Present Issues and Future Trends, which we hosted in Komotini, Greece, in 2017, has given birth to this collective volume in which the chapter authors contribute to answering the above questions.
We’re also very excited that research into strategies for language learning holds strong as the renewed interest in and dedication to the topic in this volume shows. The chapters in the book focus on bringing together theoretical study of language learning and language learning strategies with research on strategy instruction. We hope to show that instructional approaches should be based on sound theory and research on strategic learning. Therefore, the book includes detailed exposition and discussion of empirical findings from relevant rigorous research, instruction interventions as well as theoretical reflections in the field.
The originality of the volume is that it extends beyond most strategy research and theory, and forms a collection of versatile studies in very specific contexts that range from primary to tertiary education and include, among others, research on learning strategies for languages other than English or on their role in promoting critical thinking through video gaming.
We hope that readers of this book, undergraduates studying second/foreign language learning, graduate students involved in second language acquisition research, applied linguists, educational researchers, teachers and policymakers in general, will enjoy its broad scope and global perspective.
Zoe Gavriilidou, Democritus University of Thrace, Greece
Lydia Mitits, Democritus University of Thrace, Greece
For more information about this book please see our website.
If you found this interesting, you might also like Learning Strategy Instruction in the Language Classroom edited by Anna Uhl Chamot and Vee Harris.