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Fremdsprachenlernerfahrungen undLernstrategien. Eine empirischeUntersuchungRenate Kärchner-Ober aa Department of Foreign Languages, Faculty of Modern Languagesand Communication , University Putra Malaysia , 43400 UPM,Serdang, Selangor, MalaysiaPublished online: 24 Jul 2009.

To cite this article: Renate Kärchner-Ober (2009) Fremdsprachenlernerfahrungen undLernstrategien. Eine empirische Untersuchung, International Journal of Multilingualism, 6:3,330-339, DOI: 10.1080/14790710902757854

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BOOK REVIEW

Fremdsprachenlernerfahrungen und Lernstrategien. Eine empirische Untersuchung, by

Bettina Mißler, Tertiarsprachen. Drei- und Mehrsprachigkeit/Tertiary Languages

and Multilingualism. Band/Volume 3. Herausgegeben von/edited by Britta Hufeisen

(Darmstadt) and Beate Lindemann (Tromsø), Tubingen, Stauffenburg Verlag, 1999,

IX�373 pp., t50.50 (paperback), ISBN 3-86057-8626

The Stauffenburg book series Tertiarsprachen. Drei- und und Mehrsprachigkeit/

Tertiary Languages and Multilingualism (edited by Britta Hufeisen and Beate

Lindemann) has yielded substantial contributions in the growing field of multiple

language learning and tertiary language acquisition.

Mißler’s book is dedicated to the research field of learning strategies and their

relationship to prior acquired languages. In particular, it deals with the differences of

strategy use between experienced and inexperienced learners. The core issue of the

study is to find out whether language learning experience exerts an influence on

learning subsequent languages and which variables may influence the use of. The book

is divided into five chapters, partly with numerous subsections. A rich bibliography is

provided as well as an annex of 41 pages, containing the instruments and additional

data analysis. The writing is very detailed, theoretical concepts clearly defined and

discussed. A huge number of sources were used and related to Mißler’s own study, thus,

the interested reader will find most useful guidance if he/she wishes to explore further

particular issues of this research field. Attention is being paid to various aspects of

foreign language learning experience and learning strategies which makes the book an

invaluable contribution to the research field. The book is very ambitious, as it

problematises the complex relationships between the helpfulness of prior acquired

languages, the use of learning strategies, gender differences, and other factors. Various

hypotheses are tested by using different statistical procedures (cf. Figure 3.1, p. 191).

The result of this solid study indicates that number of strategies used correlates with

language learning experience. As an overall result, Mißler’s study provides evidence

that strong relationships exist between language learning experience and learning

strategies. Subjects of the study were 125 students, who attended foreign language

classes at universities. On average, all learners possessed a command of four languages

including the mother tongue. Target languages were French, Italian, Spanish and

Turkish. The age ranked from 20 to above 40 years.

In her introduction, Mißler discusses the terms Mehrsprachigkeit/multilingualism

as well as multicompetence and their variant definitions (pp. 1�14). For the benefit of

the reader, Mißler presents criteria to classify the phenomenon and critically discusses

problems to determine the meaning of ‘L3’ (p. 11). She rejects the idea, to subsume all

languages learned after a first foreign language under the term ‘L3’ as it is not clear

whether it is a L3 or L6 and so she favours the term target language as the special status

of the language becomes clearer. At the end of Chapter 1 Einleitung, Mißler

International Journal of Multilingualism

Vol. 6, No. 3, August 2009, 330�339

ISSN 1479-0718 print/ISSN 1747-7530 online

DOI: 10.1080/14790710902757854

http://www.informaworld.com

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summarises the aim of her study and reflects on the hypotheses, that ‘der Umfang des

Repertoires an Lernstrategien und die Haufigkeit ihres Einsatzes von den spezifischen

Erfahrungen mit dem Fremdsprachenlernen abhangen’ (p. 13). She then considers

relevant parameters in order to capture the range of some influencing factors:

experiences in foreign language learning during schooling, at university or other

institutions, the use of foreign languages outside the lecture halls, duration of staying

abroad, and use of media in foreign languages.

The following chapter deals with an extensive literature review related to issues

on prior acquired knowledge and its implication on subsequent language learning.

To guide the reader, a table provides an overview of the topics covered in this chapter

(p. 15). In the first part, the author reviews studies which focus on external assessment,

in the second part findings from studies are presented which focus on self-assessment.

Having clarified the starting point, Mißler discusses different topics dealing with

learning strategies from the point of external assessment. The author claims, those

results of foreign language aptitude tests are controversial by pointing out studies

of Anselmo (1993) and Cummins (1979). She suggests considering Anselmo’s findingswhen investigating the issues of foreign language aptitude. Underpinning her

argumentation she writes: ‘Erfolg imSprachuntericht/-kurs (z.B. gute Note bei einer

Abschlußklausur) fuhrt jedoch nicht zwangslaufig dazu, daß Lerner in der Lage sind,

das dort vermittelte Wissen auch in realen Lebenssituationen anzuwenden’ (p. 21).

According to Mißler, inexperienced learners are not able to transfer their commu-

nicative skills into other languages. In my opinion, the latter is a noteworthy point as

good marks not always indicate competence in real life situations.

Mißler then chronicles the tradition of error analysis (pp. 21�36) and revisits

major results of studies on multiple language learning. The reviewer would have

appreciated to put all references in a footnote for reader friendliness. The author

adds that error in oral and written productions of multilinguals stem from multiple

linguistic resources.

It is doubtful whether learners are able to recognise similarities between

languages objectively, so the author recalls some researchers who previously raised

this issue (Kellermann, 1977; Odlin, 1989, p. 142). Preferably, as the author, oneshould not only observe similarities per se, but also ‘relative Ahnlichkeit’. In a table,

eight language constellations are displayed, based on three languages and their

typological closeness (e.g. L1�L2 similar, L2�L3 similar, L2�L3 not similar) (p. 25).

In the next subsection, issues of language dominance, as well as levels of competence

are explored. The author concludes this section by stating that the higher the

proficiency levels of a language, the more this particular language will impact the

learning process of the target language. Based on her discussion in Section 2.1.2.1.3

Erreichtes Kompetenzniveau in der Zielsprache, the author draws the conclusion that

interlanguage influence is dependent on the competence level of the target language.

Interaction between languages occurs on different linguistic domains (phonology,

orthography, morphology, syntax, lexis, semantic, pragmatics) and determines

interlanguage transfer. According to the respective domain, the author provides a

list of researchers who focussed on the above mentioned different linguistic topics in

order to determine the interlanguage influence. Mißler opens the next subsection by

summarising prior findings and states, that only a simultaneous analysis of multiple

factors (similarity, dominance, and competence) could provide a clear picture withregard to a relative significance (p. 35). Citing Mohle (1989) she claims, that

similarities between languages are more influential than competence. In the next part

International Journal of Multilingualism 331

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of this chapter, the author emphasises the well-known research study of Schmidt and

Frota (1986), p. 39) by critically discussing it.

The next pages (pp. 41�45) are dedicated to the topic ‘Spachrezeption in der

Zielsprache’. Revising relevant studies of Ringbom (1987) or Fouser (1995) the

author concisely outlines findings of these studies. Mißler then soberly analyses

several studies with focus on receptive skills and concludes that prior acquired

(similar) languages accelerate the process of learning a subsequent language and

exert a positive influence on reading and listening comprehension.

The following subsections are characterised by analysing studies on vocabulary

tests, grammar tests, and assessment of overall test results. As this part of the book is

dense and lengthy and dozens of research studies are rehearsed, I will only highlight

one of the most intriguing aspects. Referring to Swain, Lapkin, Rowen, and Hart

(1990), the author writes that the factor literacy in a heritage language exerts a

positive influence of learning a third language (p. 53), similar results are provided in

studies of Valencia and Cenoz (1992) and Cenoz and Valencia (1994). In my opinion

it is important to consider literacy in studies on multiple language learning as toooften this factor is not involved when studying learning processes of multilinguals.

The following pages (pp. 70�107) are devoted to studies on learning strategies and

numerous studies are evaluated and discussed. A welcome contribution in this section

is of that Mißler focusses very detailed on results of the studies and critically discusses

certain aspects. Using findings from a number of studies, the author emphasises

the role of learning strategies to evaluate the hypotheses about the use of learning

strategies by either experienced or inexperienced learners. Experienced learners, so

Mißler, possess a broad variety on learning strategies and have acquired foreign

language skills which enable them to successfully apply these skills into other learning

processes.

Now the author summarises and evaluates studies which deal with self-assessment

of learners. Variables such as personality, emotional factors, or motivation play a

crucial role to successfully acquire a language. Variables such as the importance of

guided instruction or learning styles are discussed again, the author explores the

issues extensively. The reader will find not just samples, but also gets deeper insight of

how these variables are affecting language learning processes. Interestingly, bilingualsemphasise the importance of teaching but downplay language correctness, which is

opposite to monolingual learners (p. 88). Most useful and compelling when reading

this part of the book, the reviewer feels that the author occasionally states common

sense items such as: ‘Hat ein Individuum Erfolg beim vorangegangenen Fremd-

sprachenlernen erlebt, ist das Selbstkonzept in aller Regel positiv, hat es hingegen

Mißerfolge erlebt, ist das Selbstkonzept uberwiegend negativ’ (p. 88).

Metacognition is the topic of the following subsection. Again the author traces a

number of studies related to the phenomenon, including remarks with respect to the

factor ‘Sprachwissen’. This part opens with some terminological clarification, before

notions of knowledge or perceived knowledge about similarities between languages

are explored. Apart from this, language awareness and subjective assessment of the

learners are mentioned. It is noteworthy, that subjective perception of languages and

similarities is important to weak learners.

In Chapter 2.3 Gesamtuberblick und Ausblick, Mißler summarises the complex

underpinnings and findings of the prior discussed studies and highlights parametersthat are especially relevant for her own study. Not very surprising, she notes that

experienced language learners differ from inexperienced learners in terms of tests in

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the target language, their knowledge about the target language, emotional factors,

metacognition, and learning strategies (p. 105). The author criticises, that most

research has been carried out within a framework of external assessment. She opines

that those communicative skills of bilinguals cannot be measured by standardised

tests (p. 107). Furthermore, Mißler argues that prior acquired knowledge and learning

experience has not been given much consideration in many studies. To precisely

evaluate the effect of these factors on learning strategies, the following variables

should be taken into account: number of prior acquired languages, duration of

learning for each language, competence level of all languages, language learning

experience (instructed learning), the frequency of use outside the classroom, staying

abroad, and frequency of use of media. At the end of Chapter 2 Der Einfluß von

Vorwissen und Vorrefahrungen auf das Lernen einer weiteren Sprache: Ein

Forschungsuberblick, Mißler recalls the objective of this important part of the

book while pointing to the content of Chapter 3 Lernstrategien: Theoretische

Grundlagen und empirische Befunde.

In this chapter, the starting point for the theoretical foundations on the research

topic is an overview of Rubin (1975) and Stern’s (1975) classification scheme of the

good language learner, followed by Naiman, Frohlich, Stern, and Tedesco’s (1978,

pp. 13�15) headings related to learning strategies. In addition, a table adopted from

Reiss (1981, p. 126) presents the reader answers of good and weak students which are

in line with Rubin’s findings to the reader (p. 113). Basically, a ‘good language

learner’ pays attention in class; he/she is not afraid of making mistakes and

concentrates on expressing him/herself in a foreign language (pp. 115�116). However,

it cannot be fully underpinned that less successful learners are passive. They also use

a variety of strategies but do not apply them properly, as they lack metacognitive

strategies (Vann & Abraham, 1990). Additionally, so Mißler, weaker learners may

not be able to adjust a sort of ‘fine tuning’ as they may not properly indentify a given

task. Hence, they are not able to adjust their learning strategies correctly. This should

play an important part in further research, as of to my knowledge this feature is less

considered in existing research studies.

In the next section, terminological problems are critically discussed. As yet, no

unifying definition of the term ‘Lernstrategien’ exists. Within the framework of

Mißler’s study, she defines the term as ‘multidimensionales Konstrukt’ (multidimen-

sional construct) (p. 122). The author also states that learning strategies could be

taught explicitly, whereby the teacher would function as facilitator. Then the reader is

reminded again, ‘daß bestimmte Vorerfahrungen mit dem Fremdsprachenlernen die

Entwicklung bestimmter Lernstrategien mit sich bringen’. Therefore, it is important to

the author to observe types of strategies, those which are acquired in the classroom and

those from outside the classroom. Mißler presents differing classification schemes and

a description of six classification types (p. 123). Apart from a good description, several

tables spread over this section encourage the reader to quickly get an overview of the

different classification schemes (p. 125, 129, 130, 133, 135, 136). For her empirical

study, the author uses Oxford’s (1990) classification scheme. Next the reader will find a

lengthy discussion relevant to learners and learning processes. This section also tackles

some aspects, such as motivational factors and anxiety (p. 144). Highlighting the fact

that explicit strategy training leads to more autonomous learning (p. 141), this section

ends with some reflections of the usefulness of explicit strategy training. The author

states, ‘Je mehr Erfahrungen eine Person mit dem Fremdsprachenlernen gesammelt

International Journal of Multilingualism 333

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hat, um so haufiger hatte sie Gelegenheit, ihr Repertoire an Lernstratgien zu erweitern

und bereits vorhanden Strategien zu verfeinern’ (p. 145).

Methodological issues of research on learning strategies are the topic of the

following pages. In an overview, think-aloud protocols, diaries, and interviews as data

collection instruments are considered and critically evaluated. The author then

focusses on questionnaires and discusses different types of this instrumentation. She

concentrates on the Strategy Inventory for Language Learning (SILL; Oxford, 1990)

as this structured questionnaire serves as a solid instrument for the purpose of the

study. In summary, these sections are a comprehensive and readable account of

methodological issues.

Chapter 3.6 Einflußfaktoren von Lernstrategien and the following subsections

present an accurate account on factors such as demographic variables, cultural

background and varying variables of the individual personality as well as field

dependence/field independence, tolerance of ambiguity and neurobiological factors.

Motivational and affective variables play a crucial role when it comes to language

learning, not to forget the learning context. All these variables are interconnected

and have to be considered in examining learning strategies. The concluding part of

Chapter 3 Lernstrategien: Theoretische Grundlagen und empirische Befunde provides

the reader with a summary and outlook. As before, Mißler reflects the respective

chapter and reviews her major goals of her study. A diagram represents three major

variable complexions which are important to this study (p. 191). Having read Chapters

2 and 3 Der Einfluß von Vorwissen und Vorerfahrungen auf das Lernen einer weiteren

Sprache: Ein Forschungsuberblick. Lernstrategien: Theoretische Grundlagen und

empirische Befunde, the reader has received an excellent overview concerning

theoretical issues of learning strategies. Theoretical and methodological implications

as provided by the author are serving as a solid basis for data extracts and

interpretation of the results.The entire Chapter 4 Empirische Untersuchung (the core of the book) deals with

an extensive presentation of the empirical study and includes much detailed

information. Divided in numerous subsections, Mißler opens this long chapter by

providing six hypotheses, which are completed by subhypotheses. The first hypothesis

is in some sense trivial (The more foreign language are learned, the more experience a

learner has, the more often he/she will employ learning strategies). It is divided into

four subhypotheses. In a similar way, Mißler categorises the following five

hypotheses. Two questionnaires (SILL, Fragebogen zu Erfahrungen beim bisherigen

Fremdsprachenlernen und beim Lernen einer neuen Sprache (FEFL)) and interviews

have been chosen as instruments. In verbal reports, the following factors were

addressed: number of foreign languages learned, the amount of time spent on

learning, proficiency levels and frequencies of use outside the classroom and media

used.As this part of the book is highly complex, the reader will need to spend a lot of

time on the text as a whole. In a table including prior acquired languages, the target

language and language constellations the author gives an overview regarding

the discussed cases (p. 195). After the detailed presentation of the hypotheses

(Hypothesenkreise), Mißler states that different variables and differing combinations

of variables are examined such as, for example, the time spent of foreign language

learning, proficiency level, the frequency of using the language outside the classroom,

and the number of languages learned.

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Focussing on methodological issues, the author describes the background of the

participants and the place of the study (Table 4.2, p. 201). Another table provides the

reader with an overview of all learned languages including L1, stating that English L2

has been acquired by 82, 4% of the participants (Table 4.4, p. 203). Mißler then

articulates questions about the relevant variables, stating that not all can be

considered (p. 205). An overview of variables and instrument is provided in Table 4.5.

The following passages require some effort and patience by the reader, as Mißler’s

writing now becomes very detailed when she describes the various instruments

(pp. 207�215), and even more when it comes to the presentation and discussion of the

results (pp. 217�280).

The questionnaire used consists of two parts. One part is a German version based

on Oxford’s SILL, the other one is the FEFL which has been developed by the author

herself. The FEFL consists of 115 items, related to general language learning

experience and learning the target language. I will leave out further exploration of the

SILL, as it can be assumed that this questionnaire is well known among the readers.

Lastly, some comments about the interviews are made before Mißler turns to

outlining the procedures. The study is quasi-experimental, a random selection of the

sample was not possible. As a consequence of this, we cannot expect a normal

distribution. The research findings are organised in several subsections and

illustrated by a variety of images and tables.

A dense description of the appropriately selected statistical procedures challenges

the reader and not only requires an in depth knowledge about statistical tests used in

applied linguistics; but also effort and patience, as some parts in this chapter are not

written reader friendly. The following example, one out of many, illustrates this:

Wie aus Tabelle 4.26 (siehe S. 254) hervorgeht, sind die Faktoren 7 (Focus on TL), 9(Eigeninitiative) und 10 (inhaltlich nicht eindeutig interpretierbarer Faktor) nichtsignifikant mit der Anzahl der zuvor gelernten Sprachen korreliert. In der Abb. 4.6manifestiert sich dieser fehlende Zusammenhang in den nahezu parallelen Verlaufen derdrei Kurven zur x-Achse. (p. 248)

Doing so certainly does not stimulate the flow of reading, because the reader has to

turn pages forth and back to look at the images. For the sake of reader friendliness it

might have been useful to rearrange text passages for this publication.

In view of the extreme complexity of this chapter, I will summarise the findings

and focus on the statistical representations. As much as we apply statistical means

and methods in a most proper manner, it is not possible to extend the validity beyond

the group of participants who had the chance to be chosen as sample. Mißler has not

been able to convince us of the advantages at selecting proficiency courses at three

tertiary educational institutions instead of one, aside of the sheer increase in

numbers. The undertaking does not increase the chance to generalise the results

beyond the environs from which the samples were selected, and neither does it help at

increasing the representative character of the samples within the researched

population. Studying the results, we immediately agree with the author, to commence

the discussion with descriptive statistics.

Methods and procedures used are appropriate; however, the way of presenting the

data were somewhat confusing. While all results are expected to be part of the book,

we preferably see the whole lot in the appendix. With respect to presentation of

numbers, we prefer to either see the individual numbers or their representations

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as mean and standard deviation. To present both, is distracting. The latter method

simplifies reading and comparison.

Statistical Package for the Social Sciences (SPSS) and AMOS, a program used for

structural equation modeling, were used to analyze the data; the Scheffe-Test was

used to compare the data of the interviews. A factor analysis was carried out based

on the FEFL. Multiple regression analyses explicated which variables would predict

the use of learning strategies, and exploratory path analysis was used to prove the

assumption that there exist indirect correlations between the amount of language

learning experience and learning strategies.

Speaking from a statistical perspective, we feel distracted by the many rows of

the type N�1, mean�3.00, standard deviation�, 00 at discussing results. Tables

4.13�4.16 contain relevant information about the parameters ‘hilfreich’ and ‘storend’

at learning the target language.

A distilled overview for readability and comparison would have been desirable.

Readability and consistency also leave to be desired at Images 4.1�4.11. The scaling isset to ‘auto’ which means that the ranges are difficult to ascertain. One image ranges

from 1.5 to 4.5 (p. 236), another one from 2.3 to 3.0 (p. 247), thereby stretching the

graphs beyond comparison. A standard scale would certainly help to compare the

factors visually. Conceptually, many experts of statistics will dislike the connecting

lines between singular points, as shown in all images. Arguing from a personal point of

view, adding standard deviation would be more speaking. Table 4.18 in conjunction

with Image 4.1 is an example for duplication as we can’t see the difference between

both (p. 235). Conceptually, we even fail to see the acceptability of this undertaking:

the abscissa relates ‘1’, ‘2’, and ‘3’ to ‘L3 oder L4; L5 oder L6; L7 oder L8’. We assume

a weakness of the underlying drawing programme here with respect to the labels. Why

did the author not allow six discrete points, representing L3, L4, L5, L6, L7 and L8? If

one removed the values for ‘3’ the images looked less impressive. Correlation is no

causation: the students could use more strategies because they have learned more

languages, or they have acquired more languages before, because they generically are

apt to employ helpful strategies? We do not really know. Not very surprisingly, the

analysis reveals that foreign language learning experience, be it inside or outside the

classroom enhances the development of learning strategies (p. 241).Now the results of the FEFL in relation to prior knowledge and prior experiences

are presented in a similar way as the results before. The findings can be summarised as

follows: the more learning experience, the better the self-concepts of the learners.

Although the results seem to be quite significant, it seems to be obvious that weaker

learners may have less motivation to learn more languages. Last but not least, a closer

look at the path analysis described in Chapter 4.3.5.3 Direkte versus indirekte Effekte

(Pfadanalyse) is taken. Reading this part of the book, the reader needs to have

sufficient knowledge about the technique of path analysis, which is used to study and

determine direct and indirect effects and causal relationships between numerous

variables. We are presented all the results in the Images 4.12�4.18 instead of significant

ones.

I would like to add here some minor remarks with regard to the presentation of

numbers and fractions. The approach in presenting the way of displaying numbers

and fractions is the traditional German one as the format of commas is displayed

(3, 1415). It would have been better to set the text processor to maintain leading zeros

instead of discarding them, as well as allowing for more digits. We find an example on

page 245: ‘[ . . .] die Risikobereitschaft betragt r�, 43 und ist mit pB, 000 hoch

336 Book Review

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significant [ . . .]’. The latter does not look good. We always prefer to have a clear

indication of ‘N’ used in the calculations as well. The presentation of the data

followed by their discussions, however, is heightened by its accuracy and academic

precision. Additionally, all assertions are supported by relevant and carefully

referenced literature or research studies.

Given the enormous set of data, the large number of results, it is certainly not

possible to discuss all findings in depth here. The first hypotheses could be verified by

the data. It is also shown, that the type of experience plays a role in using learning

strategies. Consistent with other research, the second hypotheses could be confirmed

as the more experience a learner has, the more positive is his/her self-concept, the

more effort he/she undertakes to recognise target-language rules, just to name two

variables. Two subhypotheses could not be confirmed as experienced learners, did not

differ much from inexperienced learners in judging the difficulty of a language.

Not very surprisingly, the scores in SILL were higher, when the target language

was often used, previous language learning experience considered as supporting, the

motivation was high and the subject was willing to take risks and was not afraid ofmaking mistakes. To determine direct and indirect influences, a path analysis was

carried out. The data discussed in this section were presented in depth and show

clearly, which variables exert either an indirect or direct influence on the use of

learning strategies. It has to be emphasised here, that Mißler does not only refer to

the number of languages learned but also concentrates the type of experience.

Significantly, most results reveal that language learning experience and the use of

learning strategies interact and coexist. The complexity of previous experience and

learning strategies is explored accurately and enriches our knowledge with respect to

learning strategies used by experienced and inexperienced learners. Some of the

findings are in accordance with studies of earlier studies. Yet, contrary to results of

other studies (e.g. Kallenbach, 1998), experienced learners did not differ in their

assumptions about the difficulty of learning the target language from inexperienced

learners, thus, the subhypotheses of Hypothesis 2 could not be confirmed.

The same applies when preferences about autonomous learning were mentioned.

It should be pointed out, that once more Oxford’s (1990) taxonomy could be

validated. All results are interpreted boldly (pp. 280�298), followed by a critical

review of methodological issues and addressing questions for further research.Although it may be desirable to be able to identify variables which could be helpful to

determine success in learning of further languages (p. 302), we should be aware of

individual differences of learners’ attitudes, motivation and sociocultural back-

grounds.

We must also not forget that the learning strategies vary conceptually in different

countries and may be seen through different lenses. However, the recommendations

that the author adds in view of further research provide the reader with some crucial

insights.

In Chapter 5 Abschließende Bemerkungen, Mißler again highlights findings of

particular relevance (Die Haufigkeit des Strategieeinsatzes nimmt stetig mit dem

Lernen jeder weiteren Fremdsprache zu, p. 304). The author then states that the

amount of using learning strategies is growing when learning a L5/L5 or L7/L8 and

concludes that techniques of learning strategies had not been taught and practiced

systematically during learning of prior languages. This is not in line with findings of

Hufeisen (1998), p. 170) and Fouser (1995, p. 390) whose studies revealed that

differences with respect to learning psychology between learning a L3 and

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subsequent languages would not be significant. Although plenty findings are not

surprising ([ . . .] daß Probanden mit hohen Strategiewerten uber mehr Vorwissen und

Voerfahrungen mit dem Fremdsprachenlernen verfugen als Probanden mit niedrigen

Strategiewerten, p. 295), Mißler succeeds in giving full attention to highly relevant

parameters of the field of study and illuminates her findings in clear prose.

In her concluding remarks, Mißler explores aspects of curricular frameworks and

includes some questions with respect to autonomous learning within the foreign

language classroom. The author criticises the lack of opportunities in acquiring

learning strategies in the foreign language classroom and expands implicitly her

criticism of methods of foreign language instruction, which focusses rather on

form than on content (p. 305). A more focussed attention should be paid to

communication strategies (p. 306), so the author, ‘Kommunikationsstrategien werden

im traditionellen Fremdsprachenunterricht keineswegs gefordert, sondern eher

bestraft und somit unterbunden’. This would hinder to acquire communication

strategies and social strategies, which are relevant to get familiar with certain types of

learning strategies. This may apply to traditional ways of language teaching in

educational settings represented in Europe and it should be critically evaluated, if the

notion of communicative competence is the same in autochthonous multilingual

settings, as plurilingual individuals possess varying degrees of multilingual commu-

nicative repertoires. In addition, in multilingual settings learners are naturally

exposed to a variety of communication channels and media. Finally, Mißler

highlights the importance of learner autonomy, and emphasis on using authentic

materials and ‘Gruppenarbeit all seine essentielle Arbeitsform’ which could serve as a

basis in developing and optimising of learning strategies (p. 307).

Conclusion

Mißler’s approach in identifying and analysing interrelations between learning

strategies and language learning experience is intriguing. The study provides deep

insights into the topic from different angles and helps the reader to broaden his/her

view with respect to the research field multiple language learning. The author

discusses aspects of a multilingual didactics and concludes to emphasise learning

strategies in the foreign language classroom, which have been used by experienced

learners in a more unconscious way. The book offers engaged perspectives on issues

of multiple language learning and undoubtedly presents theoretical issues and results

accurately. All chapters are well written and all relevant research is addressed

thoughtfully. The list of references and the appendix should have been completed by

a glossary to facilitate the reading process. Although the volume exhibits minor

weaknesses as outlined above, the book more than fulfills the aim to explore the field

of learning strategies of multilinguals. In summary, this book serves as a valuable

source for a wide audience, in particular for researchers who work in the field of

multiple language learning.

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Renate Karchner-Ober

Department of Foreign Languages, Faculty of Modern Languages and

Communication, University Putra Malaysia, 43400 UPM Serdang,

Selangor, Malaysia

renate@fbmk.upm.edu.my

# 2009, Renate Karchner-Ober

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