AdaptingClassroom-basedStrategyInstructiontoaDistanceLearningContext

through the handbook and what through a CDROM will be the subject ofanother paper.Of all the self-instructed modes of learning,distance learning requiresthe greatest degree of autonomy.As Hurd et al.(2001,p.344)point out:"In order to successfully complete a distance learning programme,learners have to maintain their motivation while working alone and developa series of strategies that will enable them to work individually.The strategies referred to have been the subject of considerableinvestigation over the last two decades.Stemming from the research intothe "Good Language Learner"(Stern,1975;Naiman,Frohlich,et al.,1978),they have been described as the "specific actions taken by the learnerto make learning easier,faster,more enjoyable,more self-directed"(Oxford,1990,p.8).However,White (1995)warns against assuming thatthe distance learning context per se will give rise to autonomy.Thereasons underlying the learners'choice of mode of study (work commitments,geographical location)do not necessarily predispose them to takingcharge of their own learning.Recent studies (summarised in McDonough,1999)indicate the value of teaching learners the strategies they need.A number of SI materials have been developed for classroom use and sometextbooks now integrate SI into their courses (see Cohen,1998).Thechallenge facing the INSTAL project has been to adapt existing models ofSI to the context of adults in a distance learning context and with accessto very different types of support.These constraints pose three centraldilemmas.[-2-]First,the materials have to be "free standing,"since the aim of theproject is to enable learners of any language to exploit whateverresources they have available.Whilst recognising that English may be thelanguage that the majority of learners are studying,it is important toacknowledge the needs of other learners who may,for a range of political,social or vocational reasons,be learning languages other than English.Yet there is increasing evidence to suggest that SI is more effective ifit is contextualised,so that learners:"develop their learning strategyrepertoire while learning the target language at the same time"(Cohen,1998,p.80).Hurd et al.(2001)describe the dilemma of developing anautonomous approach to language learning within an Open University coursein which the amount,rate and content of the programme is determined bythe course writer.They were able to turn this potential problem into anadvantage by presenting specific strategies at specific times to addressthe particular difficulties a task might raise,so that the SI did notoccur in a vacuum.The constraints on the INSTAL project are diametricallyopposite.The advantage is that there is no predetermined course format