Drozdzial-Szelest, Krystyna. (1997). Language learning strategies in the process of acquiring a foreign language. Poznan, Poland: Motivex.

This monograph mostly discusses theoretical issues concerning learning strategies. The monograph first focuses on the origins of language learning strategy research. Next, definitions of language learning strategies are presented along with the theoretical frameworks that have emerged. Then factors influencing strategy use and choice are identified and discussed, followed by a discussion of strategy training. Subsequently, the author looks at the various approaches to research on language learning strategies. Finally, there is a brief report of research on strategies used by 157 Polish secondary-school learners of English whose proficiency levels ranged from lower intermediate to intermediate. In addition, nine of their teachers also participated in the study. Both groups received questionnaires; the students with regard to their strategies and the teachers with regard to their perceptions of the students' strategies. The findings for the student population showed two-thirds of reported strategies used to be cognitive, with metacognitive and socio-affective accounting for approximately 17% each. The teacher group were able to identify 13 types of strategies used by their students -- 10 referred to as cognitive, 1 metacognitive, and 2 socio-affective. The study also reported on students' beliefs about language and about their specific language learning experiences --their perception of themselves as language learners, their views about learning English, their perception of teaching/learning activities, their approach to the learning task, their perception of the role of the teacher, and their beliefs about how to learn a second language.