Strategies for Success: Bringing Out the Best in a Learner

Abstract

Faced with the inadequacies of models of language teaching, researchers and practitioners have moved to models of language learning. Within this framework, many of us have attempted to characterize student learning styles and strategies. It is assumed that raising awareness of such styles and strategies will facilitate language development, by providing a basis on which a principled choice of activities can be made, and encouraging learners to take on more "ownership" of the process. This article argues that, even though we may not be able to change an individual's basic cognitive style, we may be able to make the learning process more transparent. It also suggests that strategy training can be useful, providing principles for such training, and practical suggestions for teacher training courses and classroom practice. Finally it proposes that syllabus design should take individual differences into account, and that such differences have to be carefully diagnosed and analyzed by the classroom teacher in collaboration with the learner.