Strategies based instructions

Much of the work of researchers and teachers on the application of both learning and communication strategies to classroom learning has come to be known generically as strategies-based instruction (SBI) (McDonough 1999, Cohen 1998), or as learner strategy training. As we seek to make the language classroom an effective milieu for learning, it has become increas­ingly apparent that "teaching learners how to learn" is crucial. Wenden (1985) was among the first to assert that learner strategies are the key to learner autonomy, and that one of the most important goals of language teaching should be the facilitation of that autonomy.

Teachers can benefit from an understanding of what makes learners successful and unsuccessful, and establish in the classroom a milieu for the realization of successful strategies. Teachers cannot always expect instant success in that effort since students often bring with them certain precon­ceived notions of what "ought" to go on in the classroom (Bialystok 1985). However, it has been found that students will benefit from SBI if they (a) understand the strategy itself, (b) perceive it to be effective, and (c) do not consider its implementation to be overly difficult (Maclntyre & Noels 1996). Therefore our efforts to teach students some technical know-how about how to tackle a language are well advised.

Several different models of SBI are now being practiced in language classes around the world.

1. As part of a standard communicative methodology, teachers help students to become aware of their own style preferences and the strategies that are derived from those styles (Thompson & Rubin 1996, Oxford 1990a). (See also the "In the Classroom" vignette at the end of this chapter for some details.) Through checklists, tests, and interviews, teachers can become aware of students' ten­dencies and then offer advice on beneficial in-class and extra-class strategies.

2. Teachers can embed strategy awareness and practice into their pedagogy (Rubin &Thompson 1994; Brown 1989,1990; Ellis & Sinclair 1989). As they utilize such techniques as communicative games, rapid reading, fluency exercises, and error analysis, teachers can help students both consciously and subconsciously to practice successful strategies.

3. Certain compensatory techniques are sometimes practiced to help students overcome certain weaknesses. Omaggio (1981) provided diagnostic instruments and procedures for determining students' preferences, then outlined exercises that help students to overcome certain blocks or to develop successful strategies here they are weak.

4. Finally, textbooks (Brown 1998, Chamot, O'Malley & Kupper 1992) include strategy instruction as part of a content-centered approach.

One of the most useful manuals of SBI available is Rebecca Oxford's (1990a) practical guide for teachers. She outlined a host of learning and communication strategies that have been successful among learners. Her taxonomy is both comprehensive and practical.

These suggestions for bringing strategies-based instruction into the classroom of course only begin to provide an idea of what can be done to sensitize learners to the importance of taking charge of their own learning—of taking some responsibility for their even­tual success and not just leaving it all up to the teacher to "deliver" everything to them. If teachers everywhere would do no more than simply follow the above suggestions, significant steps could be made toward encouraging students to make a strategic investment in their own language learning success.