The Strategy Factor in Successful Language Learning

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.

However, studies which have attempted to investigate the relationship between
language learning strategy type and success in language development have
produced mixed results. O'Malley et al. (1985) discovered that, although students
at all levels reported the use of an extensive variety of learning strategies, higher
level students reported greater use of metacognitive strategies (i.e. strategies
used by students to manage their own learning). This led the researchers to
conclude ...