Language learning strategies have long been the subject of research. However, the majority of studies and overviews have been based on classroom contexts, and less attention has been paid to strategies appropriate for independent language learning settings, where for all, most or some of the time the teacher is physically absent. These settings include all those that require students to take a degree of responsibility for their learning, and cover self-access, self-directed, resource-based and distance learning environments. The acknowledged link between strategic competence in language learning, learner autonomy and successful outcomes is a powerful argument for bringing together state-of-the-art research into the theory and practice of language learning strategies in learning environments that do not rely on the physical presence of a teacher.

This volume of collected papers covers language learning strategies from a variety of standpoints in an international context. Its contributors are researchers and practitioners from the UK, the United States, Hong Kong, New Zealand and Canada, all of whom have written extensively in the field. Two of them (Andrew Cohen and Cynthia White) were key-note speakers at the 'Independent Language Learning: New Research Directions' conference hosted by the Open University, UK in December 2003. Others have been invited to contribute on the basis of their previously published work. A number of chapters are written by members of the Department of Languages at the Open University, who have considerable experience of the theory and practice of distance language learning. Their inputs are equally applicable to other independent settings.

The book is divided into three sections: Part 1 sets out the theoretical context in terms of the setting, the impact of individual difference on strategy choice and use, and the links between strategies and autonomy. Part 2 concentrates on strategies involving cognitive and metacognitive development in relation to the four language skills, grammar, vocabulary and intercultural learning. Metacognitive and affective strategies for self-management in independent learning contexts are the focus of Part 3, and these include learning logs, self-correction, collaborative and online strategies.