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
136
Andrtw V. Cohn 137
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. '
