Rubin, J., & Thompson, I. (1982) How to be a more successful language learner. (Book)
This book is addressed to the language learner; therefore, it avoids the summarization of the history of SLA research, the discussion of it, and the use of theoretical jargon. It is a guide to the new language learner that seeks to encourage him/her to take responsibility for his/her language learning process. Thus, since the outset the authors state that the success in learning a new language depends on the control of the student over his/her own progress, rather than on the qualities and actions of the instructor or on the teaching material (p.3).
The book is divided into three parts. Because it is addressed to the adult learner, the first part briefly examines beliefs regarding the adequate age for learning a foreign language (p.4-5). Chapter one reassures the student that rather than the age; the aspects implicated in a successful language learning experience are the need and availability of time to learn, as well as intellectual, psychological and social dispositions. The psychological predispositions included by Rubin and Thompson are associated to the research of the cognitive aspects involved in language learning: attitude, extroversion, inhibition, tolerance to ambiguity and learning style (pp.6-9). Chapter two explains the importance of realistic objectives in the organization of a learning plan; they must be set according to the specific needs of the student. Chapter three considers the differences between formal and informal instructional settings, and chapters four and five deal with communication beyond the realm of linguistics, and the nature of languages.
The second part presents fourteen learning strategies “to be a better language learner”. As the purpose of this book is to help students to organize the steps leading to learning, the first strategy consists of applying a list of tips to different tasks, such as learning vocabulary, practicing pronunciation or writing. After following the tips and reflecting on their use, learners are expected to select what works better for them, and determine their learning style. Other strategies refer to the organization of a study program, and the creativity in experimenting with vocabulary and grammar. One example of this would be to formulate rules in the student’s own terms. Further suggestions include, making opportunities to use the new language, accepting ambiguity or uncertainty, using mnemonics (such as rhyming or grouping words by grammatical class), learning from errors, applying linguistic knowledge or observing the context to make guesses on vocabulary; and learning idioms or formulas. Finally, the authors include techniques for maintaining conversation and show the importance of considering a variety of styles of speech reflecting age, gender or social level of the speakers, or contextual information about the topic and where the conversation is taking place.
Part three is a guide to the best usage of learning resources such as the interaction with language teachers and native speakers, and the selection of different kinds of courses and learning material: textbooks, dictionaries, reference grammars, and “tapes and recordings”. This completes the picture of the resources and procedures to become a successful autonomous language learner.
