Learning strategy instruction in the language classroom: Issues and implementation Anna Uhl Chamot and Vee Harris (Eds.). (2019). Bristol, UK: Multilingual Matters. 312 pp., paperback

Abstract

The ability to learn strategically is generally not inborn, but instead acquired with various levels of success in different contexts, with different tasks, and at different stages of life. Because the same learning strategy that works for one might not work for another, however, it is mainly the learner’s motivation, belief, and persistence that make the difference in driving him or her to intentionally explore new learning strategies and to choose the one that can best assist the learning itself. This recognition of language learners’ ability to bring their own awareness, styles, and strategies to the process of language learning was not evident until the late 1970s; now, however, language learning strategies are leading language
teachers and researchers to devote increased time and focus to learning strategy instruction in the
classroom.