2012 - Cohen - SSM - In Mercer

InS. Mercer, S. Ryan, & M.Williams (005.) (2012), Psychology forlanguage learning: InsighlSFrom l'eSean:h, theotyandpractice(pp. 136-150). Basingstoke. England: Palgrave MaanUian.

10Strategies: The Interface of Styles,Strategies, and Motivation on TasksAndrew D. Cohen

Introduction

The aim of this chapter is to consider the psychological dimensions oflanguage learner strategies In an effort to make the construct more acces-sible to those working In the field of language learning. The chapter willalso caU attention to issues of theoretical debate and demonstrate howcase-study research can contribute to understanding the process of lan-guage learning. The case is made that Viewing strategies in Isolation isnot as beneficial to learners and instructors alike as viewing them atthe intersection of learning style preferences, motivation. and spectficsecond-language (12) tasks.

Language learner strategies:: Classifications. research, and practiceThe construct language learner strategies has been defined - and conse-quently researched -in numerous ways over the years. My own workingdefinition is:

Thoughts and actions, romciously chosen and operatlonalized bylanguage learners, to assist them in carrying out a multiplidty oftasks from the very onset of learning to the most advanced levelsof target-language performance.

The element of choice is crucial because this is what gives a strat-egy its special character. Sate that the notion of consciousness ls panof the definition of strategies although there is some controversy here.In my View, the element of consctousness Is what distinguishes strategiesfrom those precesses that are not strategic. Strategies have been furtherclassified in various ways - for example, strategies for language learningversus language use, strategies by language skill area, and strategies

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according to function (namely, metacegnittve, cognitive, affecttee, orsocial).

As an outgrowth of a meeting of 23 International scholars who metin June 2004 at Oxford University to 'push the envelope' at lan-guage learning and language use, I conducted a survey among theseexperts to determine their take on terms and issues (Cohen, 20071. Theresults of the survey underscored a paradox of language learner strat-egy research. While the field fascinates researchers and teachers alike-possibly because there is a sense that effective language learning aid usedepends in part on strategies - there Is still a lack. of consensus ~ to aunified theory. The survey found, for example, a lack of COnseOiUS asto how ronsdous of and attentive to their language behaviours learnersneed to be in order for those behaviours to be considered 'stratege,' asopposed to being thought of simply as 'processes.' In reviewing be til-erature on consciousness and attention, DOmyei (2009, pp . 13:-135)points out that consciousness is, in his words, "a notoriously vagueterm" and that attention actually refers to "a variety of mechanism orsubsystems. induding alertness, orientation, detection, facilitation, andinhibition." So, If learners are conscious (even peripherally) tha: theyare skimming a portion of text in order to avoid a lengthy explaratton,then the move would be termed a 'strategy.'

The survey also found some disagreement as to the extent to Nhicha behaviour needs to have a mental component, a goal. an adon, ametacognlttve component (involVing planning, monitoring. andevatu-alion of the strategy), and a potential that its use will lead to learning.for it to be considered a strategy. There was, however, consenns thatstrategies are generally not used in Isolation, but rather in seqeences(e.g., strategies for looking up a word in a dictionary) or clusters (e.g.,strategies for preparing a written summary of a text ). This fact uoftenoverlooked in studies which report on strategies as if the tsolateduse ofeach were the norm. In addition, two contrasting views about stntegtesemerged, each with its merits:

(1) that the actuaJ strategies that learners use to complete tasks an likelyto be detailed. specific, and combined in sequences or clusterswithother strategies;

(2) that it is best to conceptualize strategies at a more global, ~Ie,and general level.

I personally ascribe to the detailed approach to strategies andstrateglzing, as can be seen from the Spanish Grammar Strategies wbsltelaunched In July 2009. '