Strategy_training.pdf

Helping learners learn:

exploring strategy instruction

in language classrooms across Europe

Vee Harris

with

Alberto Gaspar, Barry Jones, Hafdís Ingvarsdóttir,

Renate Neuburg, Ildikó Pálos, Ilse Schindler

European Centre for Modern Languages

Council of Europe Publishing

French edition:

Aider les apprenants à apprendre:

à la recherche de stratégies d’enseignement et d’apprentissage

dans les classes de langues en Europe

ISBN 92-871-5022-3

The Council of Europe has published various studies concerning the planning and the

organisation in modern language teaching. However, the opinions expressed in the

publications are not to be regarded as reflecting the policy of any government, of the

Committee of Ministers or the Secretary General of the Council of Europe.

Applications for reproduction and translation should be addressed to the Director of

Education, Council of Europe, F-67075 Strasbourg cedex, France.

Council of Europe Publishing

F-67075 Strasbourg cedex

ISBN 92-871-4714-0

Printed at the Council of Europe

Table of Contents

Foreword

Preface and acknowledgements

Introduction

Chapter 1. Why Teach Learning Strategies?

Part 1. How to Teach Learning Strategies; the Secondary School Context

Chapter 2. Memorisation Strategies

Chapter 3. Reading Strategies

Chapter 4. Communication Strategies

Part 2. How to Teach Learning Strategies; the University Context

Chapter 5. Reading Strategies

Chapter 6. Listening Strategies

Chapter 7. Developing Metacognitive Strategies – Student Teachers

and their Pupils

104

Chapter 8. Summary of the Projects; Lessons to be Learned

115

Part 3. Ways Forward

135

Chapter 9. The Reality of the Classroom; Teachers’ Concerns

138

Chapter 10. In-service Training

151

Chapter 11. Pre-Service Training

166

Appendix. What now? Strategy Checklists

177

Bibliography

187

Notes on Contributors

191

Foreword

This is a book by teachers for teachers. It describes the work of an international group

from five countries, supported by the European Centre for Modern Languages.

Vee Harris and colleagues present both the rationale for incorporating learning strategy

instruction into second language learning and the results of their action research

projects. Both the theoretical framework and practical experiences of these teacher-

researchers provide a solid experiential foundation for novices to embark into the

domain of language learning strategies in second language learning and teaching. In

January 1999, I had the privilege to work with this group in an exchange of ideas and

experiences in the conceptualization of language learning strategy instruction. It is

good to see the results of their work come to fruition in this book.

It is now generally recognised that language learning strategies are the key to learner

autonomy. Teachers new to the idea of incorporating learning strategy instruction into

their language lessons but eager to facilitate that autonomy in their students will find

this book useful on a number of fronts. We hear the voices of both language learners

and teachers. Teaching learners how to learn is not always rewarded with immediate

success. We read about the honest struggles of teachers and teacher trainers in

implementing a new concept into their language teaching. We hear about what

discourages teachers from embarking on language learning strategy instruction, we

learn from their mistakes, we benefit from their practical advice and we learn how to

deal with objections to strategy training. We are given tasks to try and reflective

questions to help us relate what we are reading directly to our own classrooms. In

short, we are guided by teachers, we learn from their mistakes and we are led to

develop a concrete plan of action for implementation into our own language

classrooms.

Not only do we hear the voices of learners and teachers, we are presented with a

pedagogy that is theoretically grounded. Vee Harris and colleagues have firmly rooted

the rationale for learning strategy instruction, the research projects and the

recommended training cycle in the cognitive framework of O’Malley and Chamot. The

importance of metacognition and the development of metastrategic awareness is

emphasized from the outset. A cycle of strategy instruction to foster the development

of metacognition is delineated at the beginning of this book, sustained through the

projects described and interwoven into the guidelines for pre-service and in-service

training. Links to research are regularly made throughout the book, tying the research

projects to other relevant research in the field.

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