Language Learning Strategies in Independent Settings (review)

This collection of papers addresses the topic of language learning strategies from the perspective of independent learners, that is, for those who have to take responsibility for their learning in self-access, self-directed, resource-based, and distance learning environments. I read this book with three distinct objectives in mind: first, to find practical advice about or references to resources that I could use in my role as academic advisor for visiting students at the University of Alberta; second, to learn more about the topic of learner autonomy; and third, as a source of ideas for my own independent language learning.

The book consists of 16 papers written by contributors in Canada, Hong Kong, New Zealand, the United Kingdom, and the United States. The papers are grouped into three parts. The first part consists of three papers, each dealing with conceptual and terminological issues. White’s opening paper reviews terminology and reviews landmark studies of strategy use and independent learning. The following paper by Benson and Gao provides a very useful discussion of learning strategy issues within the quantitative research paradigm associated with individual differences as compared to the qualitative research approaches associated with sociocultural and learner agency perspectives. The third paper in this section by Oxford brings much-needed clarity to the differences among the overlapping concepts of independent L2 learning, learner autonomy, and L2 learning strategies.

Part Two focuses on learner strategies in relation to L2 skill development. The topics covered are second language reading (Gascoigne), listening (Vandergrift), writing (Bloom), pragmatics in speaking (Cohen), grammar (Broady & Dwyer), vocabulary (Klapper), and intercultural competence (Alvarez, Beaven, & Garrido). In addition to overviews of theory and research on each topic, the papers provide informative illustrations of pedagogical techniques (e.g., Gascoigne’s reading log), assessment tools (e.g., Vandergrift’s listening strategies questionnaire), and examples of instructional materials (e.g., Cohen’s virtual environment for learning Spanish pragmatics).

All of the papers in Part Three deal with metacognitive and affective strategies for learner self-management. The first paper in this section by Murphy explores the use of learning logs as tools for reflection, skill development, planning, monitoring, and evaluating progress in learning. The next paper by Hurd discusses the topic of affect in L2 learning and underlines its importance in independent language learning. Two papers in this section address strategies specific to collaborative learning online; one describes an email tandem exchange among German and British students (Stickler & Lewis) and the other an intercultural exchange project involving French and British students (Hauck & Hampel). Nested between those two papers is Truman’s examination of self-correction strategies in distance learning. The final paper, also written by Murphy, addresses the issue of how to integrate strategy training into language courses.

I thoroughly enjoyed reading all of the papers in this volume and felt that all three of my reading objectives had been met. Indeed, my copy of the book is filled with marginal comments, asterisks, and notes about how I might adapt pedagogical ideas such as the ‘questions to guide revision’ (p. 113) or the ‘learner diary recording and review sheets’ (pp. 207–208) for my own purposes. The conceptual clarifications in the articles by Benson and Gao and by Oxford are likely to be useful as readings for my graduate students. There are also good examples of how to research learning strategy issues using think-aloud protocols (e.g., Hurd’s paper on affect and self-management). Of particular interest to me personally were the papers by Broady and Dwyer on learner agency in L2 grammar acquisition and by Truman on self-correction in distance learning. In both of these, the authors argue persuasively for the investigation of the learner’s strategic role in L2 grammar development.

Although a dazzling range of issues and topics are touched on in this volume, it is striking that, in many cases, the focus on the independent language learner is more apparent than real. Many of the authors, noting the lack of research on...