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In recent years, characteristics of the good language learner have been identified and classified. It has been proposed that learning strategies based on these characteristics can be taught to students, and a number of resource materials for learner training are available. However, published data indicate that success in language learning may be more complex than such an approach would suggest. Attempts to translate the theory behind learner training into practice have produced only qualified success. Among some of the factors complicating implementation of learner training are cultural differences, age, educational background of students, students' and teachers' beliefs about language learning, and varying cognitive styles. Until empirical data, particularly in the form of longitudinal studies, are gathered to answer questions about the usefulness of learner training, teachers should approach the implementation of learner training in the classroom with caution.

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