Language learner strategies: adhering to a theoretical framework

Journal article

The editors and guest editors of Volume 35 have very kindly asked me to write an end-piece to this special issue of The Language Learning Journal that has focused on language learner strategies (LLS). Particularly they have asked me to evaluate the extent to which the papers presented in this volume adhere to some sort of theoretical consensus. I am most honoured to be able to accept their invitation. In so doing I am conscious of two pitfalls: that I should end up sounding as if I were passing judgment on other people’s work, which I really have no intention of doing, and certainly not without acknowledging deficiencies in my own work; and that I should single out individual authors for praise or criticism, which again I have no intention of doing. In a number of my contributions to the research area (Macaro, 2001, 2006; Macaro et al., 2005; Macaro et al., 2007; Cohen & Macaro, 2007) I have raised a series of concerns about the theoretical basis of LLS research and, particularly in Macaro (2006), I have proposed a theoretical framework which attempts to address those concerns. Space does not allow me to give anything more than an overview of the framework. I will take each of those concerns and, in turn, evaluate whether the papers (as a whole) in this volume have gone some way towards addressing them.

Authors: Macaro, E

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Routledge
• Journal: Language Learning Journal
• Volume: 35
• Issue: 2
• Pages: 239-243
• Publication date: 2007-12-01
• DOI: 10.1080/09571730701599245
• EISSN: 1753-2167
• ISSN: 0957-1736
• Language: English
• Keywords: language learning
• Subjects: Education; Applied linguistics