An Introduction to Applied Linguistics

• Keeping in mind favourable expectations or positive incentives and rewards (for 
example, a film director fantasizing about receiving an Oscar).
• Focusing on what would happen if the original intention failed.
2 ‘Metacognitive control strategies’ for monitoring and controlling concentration, 
and for curtailing unnecessary procrastination:
• Identifying recurring distractions and developing defensive routines.
• Focusing on the first steps to take.
3 ‘Satiation control strategies’ for eliminating boredom and adding extra 
attraction or interest to the task:
• Adding a twist to the task (for example, reordering certain sequences or setting 
artificial records and trying to break them).
• Using fantasy to liven up the task (for example, treating the task as a game, 
creating imaginary scenarios).
4 ‘Emotion control strategies’ for managing disruptive emotional states or moods, 
and for generating emotions that will be conducive to implementing one’s 
intentions (note that these strategies are often similar to ‘affective learning 
strategies’ discussed earlier):
• Self-encouragement.
• Using relaxation and meditation techniques.
5 ‘Environmental control strategies’ for eliminating negative environmental 
influences and exploiting positive environmental influences by making the 
environment an ally in the pursuit of a difficult goal:
• Eliminating negative environmental influences (such as sources of interference: 
for example, noise, friends; and environmental temptations: for example, a 
packet of cigarettes).
• Creating positive environmental influences (for example, making a promise or a 
public commitment to do or not to do something, asking friends to help you 
or not to allow you to do something).
Raising learners’ awareness of self-motivation strategies, in particular drawing 
attention to specific strategies that are especially useful in a given situation, may 
have a significant ‘empowering effect’ on the students.
Conclusion
The individual difference variables of learning style, strategies and motivation are 
interrelated in numerous ways. If students with certain style preferences succeed 
in finding learning strategies that particularly suit them (for example, an auditory 
learner taking the initiative to tape-record portions of a class session and then 
playing them back in order to review vocabulary and fix the words more solidly in 
memory), such actions may also enhance their interest in the task and expectancy 
of success, which will in turn increase their motivation to complete the task 
successfully and will ideally have a positive influence on their performance with 

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176 An Introduction to Applied Linguistics
other tasks as well. Similarly, effective and well-personalized communication 
strategies (such as when the extroverted learner keeps a conversation going with 
a well-placed paraphrase when the target-language word for, say, ‘insight’ escapes 
her) can increase the learners’ linguistic self-confidence and generate increased 
satisfaction in their L2 use. Finally, a teacher who keeps learner self-motivating 
strategies firmly in mind can check periodically to make sure that these and 
other strategies are in the learners’ repertoire and that everything is being done 
to assist learners in keeping their motivational level high. Given the numerous 
other pedagogical issues to consider in the classroom, teachers may not feel that 
there is time to engage in this kind of top-down motivation, style and strategy 
planning for a given course. In reality, it may be just such planning which makes 
the teaching of a language course more productive for both the teacher and the 
students, as well as more enjoyable.
Further Reading
Cohen, A. D. and Macaro, E. (2007) Language Learner Strategies: 30 Years of Research 
and Practice. Oxford, UK: Oxford University Press. This book provides a re-examination 
of key issues such as strategies in context, strategy instruction and strategy research 
methods by numerous experts in the field. It offers an overview of what is known from 
empirical research about listening, reading, speaking, writing, vocabulary and grammar 
strategies, and it proposes a research agenda for the next decades.
Cohen, A. D. and Weaver, S.J. (2006) Styles- and Strategies-Based Instruction: 
A Teachers’ Guide. Minneapolis: Center for Advanced Research on Language Acquisition, 
University of Minnesota. Styles-and strategies-based instruction helps students become 
more aware of their learning style preferences and gives them a set of strategies to 
maximize their language learning ability. This guide helps teachers to identify the individual 
needs of their students and incorporate opportunities for students to practice a wide 
range of strategies for both language learning and language use.
Dörnyei, Z. (2001) Teaching and Researching Motivation. Harlow: Longman. This is 
an accessible overview of L2 motivation research, with a balanced treatment of both 
theoretical and practical issues. It also provides research guidelines and over 150 
questionnaire items for those who would like to conduct their own investigations.
Dörnyei, Z. (2001) Motivational Strategies in the Language Classroom. Cambridge: 
Cambridge University Press. Written for practicing teachers, this book is the first 
publication that is entirely devoted to discussing L2 motivational strategies, that is, 
practical techniques to generate and maintain student motivation in the language 
classroom.
Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences 
in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum. This book offers a 
comprehensive review of individual differences that have been found to affect language 
learning success, such as personality, language aptitude, motivation, learning styles 
and cognitive styles, language learning strategies and student self-regulation. The book 
examines the theoretical bases of each of these learner characteristics and then reviews 
the relevant research conducted in psychology and applied linguistics.

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177
Focus on the Language Learner: Styles, Strategies and Motivation 
Griffiths, C. (ed.) (2008) Lessons From Good Language Learners. Cambridge, England: 
Cambridge University Press. Inspired by a ground-breaking article by Joan Rubin in 1975 
in which she set out to identify the strategies used by successful language learners, this 
edited collection re-examines the same topic in the light of current thinking and research, 
considers the implications for language teaching and learning, and looks at unresolved 
questions regarding numerous factors, such as age, style, personality, gender, autonomy, 
beliefs, the teaching and learning method, strategy instruction and error correction.
Paige, R. M., Cohen, A. D., Kappler, B., Chi, J. C. and Lassegard, J. P. (2006) 
Maximizing Study Abroad: A Students’ Guide to Strategies for Language and Culture 
Learning and Use (second edition). Minneapolis, MN: Center for Advanced Research 
on Language Acquisition. Aimed at students who want to make the most of their study 
abroad experience, this flexible and user-friendly guide helps students identify and use 
a wide variety of language- and culture-learning strategies. The guide begins with three 
inventories designed to help students be more aware of how they currently learn language 
and culture. The guide then provides students with tools and creative activities that they 
can use to enhance their favored learning strategies and to try out unfamiliar ones. 
Students can use this guide as they prepare for study abroad, during their experience, 
and once they return to maximize their experience.
Hands-on Activity
The following is a shortened version of the ‘Learning Style Survey’ (Cohen, 
Oxford, and Chi, 2002b), designed to assess language learners’ general approach 
to learning. Your task is to fill in the survey, then total your points, and based on 
your scores, consider your overall learning preferences. In the Suggested Solutions 
section, we provide specific guidelines on how to interpret your scores.
For each item, circle your immediate response:
• 0 = Never
• 1 = Rarely
• 2 = Sometimes
• 3 = Often
• 4 = Always