廖柏森 (原載於Amazon.com http://www.amazon.com/gp/product/0582305888/qid=1150471421/sr=2-1/ref=pd_bbs_b_2_1/002-4829539-4384812?s=books&v=glance&n=283155)

Over the past decades, there has been a marked shift in the focus of foreign language instruction. Students are being encouraged to “learn how to learn” and “how to use” a foreign language. More and more foreign language educators recognize that effective learning and use strategies can enhance students’ efforts to reach their language goals. Though it is promising to see that the study of language learning and use strategies continues to receive increased attention, there is still little literature available nowadays. Fortunately, in his book, Andrew D. Cohen offers a very nice synthesis of issues relating to language learner strategies.

The book is divided into five main sections: (a) discussion of terminology describing second language(L2) learning and use strategies; (b) a review of research methods available for assessing L2 strategies; (c) strategy training and the effects of strategies-based instruction; (d) strategies of choosing the language of thought for cognitive processing; (e) strategy use in testing situations.

Overall, the author has aimed at a balance between theory, research and practical pedagogical implications, but one of the most positive aspects of the book is that it has devoted extensive time to the discussions of research methods. Since L2 learning and use strategies are generally internal mental processes, it is quite a challenge to design a study that can be sure of collecting adequate data on learners’ strategy use. I especially like the way that Cohen presents an in-depth analysis of six different approaches to assessing language learner strategies: learning strategy interviews and written questionnaires, observation, verbal report, diaries and dialog journals, recollective studies, and computer tracking. His thorough discussion of research methods will certainly help prospective researchers to determine their research topics and choose the means of investigation, and eventually benefit the fledgling field of language learning strategies.

This book will also be particularly useful for teachers who want to be of greater support to their students in their learning efforts. The position Cohen has taken is that “strategies-based instruction provides the most efficient way for learner awareness to be heightened” (p.265). A variety of approaches to provide student-directed language learning and use strategy instruction as well as the possible roles that the teacher can play are discussed. A research project on the effects of strategies-based instruction conducted at the University of Minnesota is also reported. Nonetheless, the implications for teaching strategies in the classroom are generally written in the form of principles or suggestions. Therefore, this book may not meet the needs of teachers who are searching for classroom-ready strategies-based instruction activities, exercises, and curriculum.

Moreover, another valuable aspect of the book is that Cohen addresses a more specialized and often neglected area in strategy use: i.e. strategies for choosing the language of thought. According to Cohen, the language of thought used by language learners concerns a matter of strategy selection. Although many language teachers often assume that learners should use and think in the target language as much as possible if they want to improve their language proficiency, Cohen’s research sought to determine the roles of the native and target languages used by learners in the learning process, and he showed that learners may revert to thinking in their mother tongue in order to enhance their learning. The author’s study could certainly bring our attention to the use of native language as an excellent valuable resource that can also contribute to the development of foreign language skills. In fact, an increasing number of recent publications have reassessed the positive contribution that native language can make to foreign language learning (Friedlander, 1990; Kobayashi and Rinnert, 1992). Therefore, this book would serve as a great foundation for researchers to further explore such studies on the value of mother tongue in the foreign language learning process.

In summary, this volume creates a fine introduction to the field of L2 learning and use strategies, and it will surely help to stimulate the profession’s interest in conducting more relevant research. It is highly recommended for both researchers and teachers of second and foreign language programs.

REFERENCES
Friedlander, A. (1990). Composition in English: effects of a first language on writing in English as a second language. In B. Kroll (Ed.), Second language writing: research insights for the classroom (pp. 109-125). Cambridge: Cambridge University Press.
Kobayashi, H., & Rinnert, C. (1992). Effects of first language on second language writing: translation versus direct composition. Language Learning, 42(2), 183-215.