Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar

<p><span style="background-color:rgb( 251 , 251 , 251 );color:rgba( 0 , 0 , 0 , 0.87 );font-family:&#39;raleway&#39; , sans-serif;font-size:14px">Project &#34;Strategie uczenia się gramatyki, wybrane różnice indywidualne a rozwój wiedzy językowej wśród osób uczących się języka obcego na poziomie zaawansowanym&#34;, number 2020/39/B/HS2/00501, National Science Centre, Poland.</span><span style="background-color:rgb( 251 , 251 , 251 );color:rgba( 0 , 0 , 0 , 0.87 );font-family:&#39;raleway&#39; , sans-serif;font-size:14px"> </span></p><p><span style="color:rgb( 34 , 34 , 34 );font-family:&#39;merriweather&#39; , serif;font-size:18px">Although research into language learning strategies (LLS) has flourished over the last several decades, some areas have remained blatantly neglected. This evaluation surely applies to grammar learning strategies (GLS), defined as actions and thoughts that learners draw upon to better understand grammar structures and to use them in different contexts. Research in this area is scant and it has for the most part focused on the identification of GLS employed by second language learners in various settings. The present book offers an overview of existing research into GLS against the backdrop of the broader field of LLS. It also reports a study that investigated the effects of strategies-based instruction targeting GLS on the use of these strategies and the explicit and implicit (automatized)  knowledge of second language grammar, also taking into account the role of selected individual difference factors. Based on the results, pedagogical implications are provided and future research directions are considered.</span></p>