ABSTRACT
This chapter examines conceptions of ‘the good language learner’ and the possible implications of the perspectives for language learners and teachers, noting the dangers of over-simplifying what ‘good’ language learners do and recognizing that there is more than one way to be a successful language learner. It explores the role of language learning strategies within the debates. Chamot defines language learning strategies as ‘the techniques and procedures that facilitate a learning task’. The chapter investigates notions of ‘learner training’, asking whether learners can be trained and, if so, what they might be trained to do and how they might be trained to do it. Learner training aims to help learners become more responsible for their own learning, and leads towards notions of learner autonomy. Learner training builds upon the interest in learning strategies. It recognizes the importance of social context throughout debates, encouraging readers to reflect on whether, and how, these discussions may be relevant to their own classroom practice.
