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1、Adapting Classroom-based Strategy Instruction to a Distance Learning ContextAbstractThe role of language learning strategy instruction (SI) in promoting learner autonomy is widely recognised (Wenden, 1991; Little, 1994; Cohen, 1998) and a consensus is emerging over how best to implement it. However,
2、 apart from studies by White (1995, 1999) and Hurd et al. (2001), the majority of research is located within a classroom learning situation. This paper explores dilemmas posed in the design of SI for adults learning a range of languages in a distance learning context. Recent approaches to SI are rev
3、iewed and attempts to resolve the issues described. It appears that the absence of language-specific tasks in which to contextualise the SI is less problematic than the absence of teacher mediation to scaffold Learner Self Management. -1- IntroductionAn increasingly deregulated global economy with i
4、ts need for a flexible labour market has led to greater emphasis on facilitating access to life long learning (Council of the European Union, 2001, p.11). This factor combined with the forthcoming expansion of the European Union to include ten new nations is likely to mean a growth in demand for lan
5、guage learning opportunities amongst adults no longer in full-time education. Because adult learners may have to fit their language learning into existing work commitments, distance learning may be an attractive option. The INSTAL project (Individualising Strategies for Adult Learners in Language an
6、d ICT-Learning) was established in 2000, under the European Commissions Grundvig Programme for Adult Education. It brings together twenty three researchers and teachers from across the EU in a series of regular meetings in various EU locations (a full list of participants is provided at the end of t
7、he paper). The aim is to explore how to support adult learners at diverse levels of competence, tackling a range of different languages, and whose access to computer technology and the most recent textbooks might be limited. It sets out to complement any resources the learners have to hand by design
8、ing a handbook that enables them to exploit those resources more effectively. A CDROM is also being developed alongside the handbook. Considerations as to what is most appropriately delivered through the handbook and what through a CDROM will be the subject of another paper.Of all the self-instructe
9、d modes of learning, distance learning requires the greatest degree of autonomy. As Hurd et al. (2001, p. 344) point out: In order to successfully complete a distance learning programme, learners have to maintain their motivation while working alone and develop a series of strategies that will enabl
10、e them to work individually. The strategies referred to have been the subject of considerable investigation over the last two decades. Stemming from the research into the Good Language Learner (Stern, 1975; Naiman, Frhlich, et al., 1978), they have been described as the specific actions taken by the
11、 learner to make learning easier, faster, more enjoyable, more self-directed (Oxford, 1990, p. 8). However, White (1995) warns against assuming that the distance learning context per se will give rise to autonomy. The reasons underlying the learners choice of mode of study (work commitments, geograp
12、hical location) do not necessarily predispose them to taking charge of their own learning. Recent studies (summarised in McDonough, 1999) indicate the value of teaching learners the strategies they need. A number of SI materials have been developed for classroom use and some textbooks now integrate
13、SI into their courses (see Cohen, 1998). The challenge facing the INSTAL project has been to adapt existing models of SI to the context of adults in a distance learning context and with access to very different types of support. These constraints pose three central dilemmas. -2-First, the materials
14、have to be free standing, since the aim of the project is to enable learners of any language to exploit whatever resources they have available. Whilst recognising that English may be the language that the majority of learners are studying, it is important to acknowledge the needs of other learners w
15、ho may, for a range of political, social or vocational reasons, be learning languages other than English. Yet there is increasing evidence to suggest that SI is more effective if it is contextualised, so that learners: develop their learning strategy repertoire while learning the target language at
16、the same time (Cohen, 1998, p. 80). Hurd et al. (2001) describe the dilemma of developing an autonomous approach to language learning within an Open University course in which the amount, rate and content of the programme is determined by the course writer. They were able to turn this potential problem into an advantage by presenting specific strategies at specific times to address the particular difficulties a task might raise, so that the SI did not occur in
