English language materials writers now incorporate strategy instructions into their language learning textbooks in order to raise learners’ strategy awareness, proficiency and self-regulation. This chapter investigates the arguments surrounding the feasibility of integrating language learning strategies (LLSs) into English learning textbooks, given that textbooks are the most convenient form of providing the learner with ‘security, system, progress and revision’ (Tomlinson, 2012, p.158). More precisely, the debate between the cognitive psychology and sociocultural perspectives, in relation to the issue of strategy-based instruction into language learning textbooks is examined. The chapter concludes by attempting to suggest a compromise between the two perspectives through highlighting the need to design ‘strategy-rich L2 textbooks’ by local course writers, who are most familiar with local expectations regarding the linguistic difficulties that encounter language learners studying in a specific situated learning context.
|Title of host publication||Practice and Theory in Materials Development in Language Learning|
|Editors||Brian Tomlinson, Freda Mishan, Hitomi Masuhara|
|Place of Publication||Cambridge, United Kingdom|
|Publisher||Cambridge Scholars Publishing|
|Number of pages||148|
|Publication status||Published - Oct 22 2017|
Hajar, A., & Wray, D. (2017). Helping learners learn: Exploring strategy instruction into language learning textbooks. In B. Tomlinson, F. Mishan, & H. Masuhara (Eds.), Practice and Theory in Materials Development in Language Learning (pp. 131). Cambridge Scholars Publishing. https://www.cambridgescholars.com/practice-and-theory-for-materials-development-in-l2-learning