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Abstract
Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area, the field of language learning/learner strategies (LLSs) is still very much alive and kicking. This is manifested by constant publication of meta-analyses (e.g., Plonsky, 2011), numerous journal articles, including state-of-the-art pieces (e.g., Pawlak, 2019), special issues of journals (e.g., Pawlak & Oxford, 2018) and books (e.g., Oxford, 2017), and the organization of a conference series (Situating Strategy Use [SSU]), all devoted exclusively to LLSs. The book under review here, Situating Language Learning Strategy Use: Present Issues and Future Trends, edited by Zoe Gavriilidou and Lydia Mitits, includes chapters originating in the talks delivered at the Second International Conference on SSU (Komotini, Greece, September 2017).
References
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. Routledge.
Pawlak, M. (2019). Investigating language learning strategies: Prospects, pitfalls and challenges. Language Teaching Research. https://doi.org/10.1177/1362168819876156
Pawlak, M., & Oxford, R. L. (Eds.). (2018). Language learning strategies: Linking with the past, shaping the future [Special issue]. Studies in Second Language Learning and Teaching, 8(2).
Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993-1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x
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