Brown, H. (2000). Principles of language learning and teaching. (4th ed.).

New
York: Longman. Retrieved from:
http://www.cuc.edu.ve/upc/PNFT/INGLES/Principles_of_Language_Learning_and
_Teaching.pdf

The 4th edition presents the foundations of language teaching and learning through
discussions of the latest research in the field. Brown (2000) proposes an overview of the
study of Language Acquisition and new topics, i.e. constructivist approaches to Second
Language Acquisition (SLA), emotional intelligence, the critical period hypothesis, and
language aptitude, among others. He states that Second language acquisition can happen
in childhood, early or late, as well as in adulthood. (Brown, 2000, p 49) so he covers all
stages of learning while describing current theories of language teaching before delving
into more specific aspects related to the leaner itself.
Brown (2000) introduces definitions of key terms, thought-provoking questions, charts,
tables and figures that make the topic of SLA more comprehensible for language
educators. Besides, the inclusion of updating ending vignettes, end-of-chapter exercises
and updated bibliography to provide further pedagogical implications, help both teachers
and students to apply concepts into the classroom setting.

Cohen, A. (in press). Strategies: The interface of styles, strategies, and motivation on tasks. In
S. Mercer, S. Ryan, & M. Williams (Eds.), Language learning psychology: Reseach,
theory, and pedagogy, 1-11. Retrieved from
https://sites.google.com/a/umn.edu/andrewdcohen/publications/language-learner-stylesstrategies

The chapter is aimed at describing the psychological dimensions of language learner

strategies (LLS). Cohen (in press) focus his research on the intersection between learner
features affecting language learning achievements, i.e. style, motivation, age, and LLS
and specific second-language (L2) tasks. He presents a multiple case-study work to
illustrate how these two aspects intersect and determine students performances.
Cohen (in press) states that if learner style preferences and well-used strategies combined
with L2 pedagogical tasks this might increase motivation and thus bring success to the
learning process.
The author describes each of the topics in a concise but straightforward way, keeping
comprehensibility as one of its leading principles. By contextualizing the situation, Cohen
(in press) succeeds in showing teachers a different way of designing their lessons in which
learners preferences can be met and language learning is facilitated.

Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quaterly, 40(1), 109131. Retrieved from
http://wha.arizona.edu/classes/ariew/slat596/Hinkel_4skills.pdf

The article describes the recent developments in second language teaching (L2) and in L2
fundamental skills, to favor an integrated and multiple skills in context approach. She
deals with bottom-up and top-down L2 skills, the introduction of language corpus and and
includes current perspectives concerning four skills instruction. She asserts that the
centrality of key learners variables, such as learning needs and goals, as well as cognitive
processing (Hinkel, 2006, p.111) determine how L2 skills should be taught and learned,
so as to increase learners opportunities for L2 successful performance.

Extremely significant is the clearness on the definition of terms, the succinct

rationalization of the main points of theories, and the connection the author makes
between theory and classroom practice. She succeeds in providing a conceptual
framework of the teaching discipline to helps teacher develop L2 integrative practices.

Knowles, M., Holton III, E.F., & Swanson, R. (2005). The adult learner. The Definitive
Classic in Adult Education and Human Resource Development. (6th ed.).USA: Elsevier
Butterworth-Heinemann. Retrieved from: http://es.scribd.com/doc/59734837/TheAdult-Learner-Malcolm-S-Knowles

This book, based on Knowles work in the field of adult education provides a
comprehensible way of looking at the topic. Knowles (1968) six adult learning principles
are addressed as the primary theoretical tenet for understanding adult learning. The book
deals with topics like the core principles of andragogy, Knowles (TM) program planning
model while discussed the Androgogy in Practice implementation in diverse settings.
An awareness of the holistic model of andragogy in practice provides a reasonable set of
principles to increase adult motivation and to enable adult learners to achieve their goals.
New chapter outlines, an updated selection of readings and cautious restatements of
Malcolm Knowles work serves to reflect on the very latest advancements on the adult
educational and working field. The organization of the book makes it more readable and

relevant for those interesting in changing their classes in a way that adults can become self
regulated learners.

Merriam, S. (Ed.). The new update on adult learning theory. San Francisco: Jossey-Bass.
Retrieved from http://umsl.edu/~wilmarthp/modla-links-2011/Merriam_pillars
%20of%20anrdagogy.pdf

The compilation presents grounded theories and new perspectives on the topic of learning
adulthood, while revising and updating several topics discussed on previous versions. The
set of articles revises Knowles (1968) andragogys assumptions, as well as
Transformational, Informal and Incidental learning and Context-Based adult learning and
deals with most modern topics as the connection between emotions, imagination and
learning, as well as women's learning, somatic learning, knowledge and power, and
brains functions.
Merriam (2011) states that we have no one theory or model of adult learning that
explains all we know about adult learners () (p.3), so different perspectives are
depicted throughout the set. While evaluating current information on well-established
theories and providing clear examples of adult learning situations, the compilation is a
highly valuable resource for adult learning instructor whose aim is to deliver a more
effective practice.
Nambiar, R. (2009). Learning strategy research Where are we now?. The Reading Matrix,
9(2), 132-149. Retrieved from
http://www.readingmatrix.com/articles/sept_2009/nambiar.pdf

In her paper, Naibar (2009) outlines the history and development of learning strategy (LS)
research in different periods of time. Language learning and cognitive psychology
theories are taken as the sound principles of the discussion to shed some light on the issue.
She includes different research studies as well as diverse standpoints to show how the
field of LS research has become diversified and revealing. The idea of a theory building
which is necessary to understand LS and to redefine pedagogy (Naibar, 2009, p. 144) is
discussed all along the article.
By presenting different standpoints as well as diverse researches done, the author gives a
complete image of how language learning has moved to a more learner-centered
orientation. This article serves to shed some light in understanding that a more holistic
picture of the learner and learning ((Naibar, 2009, p.132) is emerging which can help
teachers to review their teaching practices to enhance language learning putting strong
emphasis on learners.

OMalley, J.M, & Uhl Chamot, A. (1990). Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.
O'Malley and Chamot (1990) book addresses the need for an integrated treatment of
Learning Strategies (LS) supporting the idea that students need to profit from their
background knowledge while developing new strategies for learning. Current examination
in second language acquisition and cognitive theory in first and second language
acquisition, are the cornerstones on which the OMalley and Chamot (1990) based their
research. OMalley and Chamot (1990) present several studies conducted to students to
show how LS influence SLA (OMalley and Chamot, 1990, p.150).
The authors review the literature on learning strategies, to describe and classify them. By
characterizing participants and analyzing not only the data collected but also the variables

affecting LS choice, the authors portray different classroom situations that teacher may
feel indentified with. These clear explanations of instructional models for learningstrategy training are of great use for teachers who want to promote LS instruction in both
first, second and foreign language learning.
Oxford, R. L. (1990). Language learning strategies: What every teacher should
know. Boston, MA: Heinle & Heinle.
In her teacher-oriented book, Rebecca Oxford (1990) provides teachers with useful ideas
for developing learners language learning strategies (LLS). The author defines the
concept of LLS as specific actions taken by the learner to make leaning easier, faster,
more enjoyable, and more transferrable to new situations (Oxford, 1990 p.8).
Oxford (1990) outlines a six-level-taxonomy of strategies and presents the "Strategy
Inventory for Language Learning" (SILL) survey for assessing students level of LLS
development.
The book provides concrete and clear models of strategy training, ready-to-use activities
that covers every single strategy and the four language skills as well as case studies as
examples of LLS development courses around the world. Visual support as well
comprehensible explanations makes the book a makes the book a useful tool for ESL/EFL
teachers who want to help learners to become more active, autonomous, self-directed an
effective, not only in English but also in other subject areas.

Trivette, C. M., Dunst, C. J., Hamby, D. W., & OHerin, C.E. (2009). Characteristics and

consequences of adult learning methods and strategies, Research Brief, 3(1), 1-33. Tots n
Tech Research Institute. Retrieved from http://tnt.asu.edu/files/AdultLearning_rev704-09.pdf

This research synthesis article made by Trivette, Dunst, Hambly and OHerin (2009)
analyzes the effectiveness of four different adult learning methods (accelerating learning,
coaching, guided design, just-in time training), in different settings. The researchers show
the correlation between Donovan et al. (1999) six adult learner characteristics and positive
learning results, and discuss the idea that more actively involved the learners were in
acquiring, practicing and evaluating approach to new knowledge the stronger the
relationship between the adult learning method characteristics and the study outcomes
(Trivette et al., 2009, p.6).
Trivette et al. (2009) explain in detail the participants as well as the procedure utilized,
making the experiment easily understood. Conclusions were based on tenets and the
criteria explained on the introduction, and further implication of the results of this
experiment is outlined in a detailed way, since the results could serve to promote learners
acquisition, use, evaluation and mastery of new knowledge or practice.
Tukiainen, K. (2003). A study on second language learning at an adult age - With focus on
learner strategies. (Dissertation). Retrieved from:
http://tutkielmat.uta.fi/pdf/gradu00207.pdf
Tukiainens (2003) dissertation deals with English and Language Learning Strategies
(LLS) employment in an adult education center of Finland. The authors prime concern is
what happens 'inside the learner's head', i.e. the learning process (Tukiainen, 2003, p. 1).
She bases her research on different theoretical considerations as regards acquisition, skills
development and focuses on adult personal characteristics that promote or hinder the
learning of English as a foreign language.

She states that this kind of studies seems to be useful both for the teacher and the
learner (Tukiainen, 2003, p. 73) as these action research articles are aimed at waken up
reflection of both learners and teachers ways of approaching the language. The
provision of detailed description of the participants and methods utilized, as well as
comprehensible discussion of results makes this investigation a guiding source to be used
for investigation learning strategies usage in adult population, to reinforce the teachinglearning process.