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selected skills. Each workshop may deal with specific topics or skills (Cohen 1998). Videotaped mini-courses. Rubin’s 1996 Language Learning Disc, for example, is an individualized, needs-adaptable, interactive instructional programme prepared to increase adult learners’ familiarity with L2 learning strategies, help them to transfer strategies to new learning situations, and take responsibility for their own progress (Cohen 1998). ‘Learning to learn’ textbook-embedded training. In this option students are regularly taught and practise varied L2 learning strategies, working with textbooks in which ‘the content itself is the study and utilization of learning strategies’ (Brown 1994: 209). It can be best illustrated with Ellis and Sinclair’s (1989) course, which systematically trains students in strategy use with grammar, vocabulary, and the four language skills. Oxford’s (1990) Language Learning Strategies materials could also be successfully used for the same purpose. Strategies-based instruction. SBI is non-prescriptive learner-centered L2 teaching with explicit and implicit strategy training. It aims at helping learners to develop their strategy awareness and abilities to manage language learning and communication through systematic use of strategies with classroom activities, acquisition of new learning habits with course exercises, sharing experiences, and learning from one another. Thus, strategies are described, modelled, discussed, integrated, or contextualized, and practised with class materials. It is the latter component of contextualized explicit and implicit strategy practice with L2 tasks that makes it ‘strategies-based instruction’. Thus, SBI teachers may follow course materials and pre-plan how to insert the needed strategies or select the strategies to be practised first and build classroom activities around them. They can also introduce and practise strategies opportunistically (i.e. when students encounter learning problems) (Cohen 1998). Strategies inserted into language textbooks. This idea has been implemented for several years by textbook writers and materials designers who have been offering learners elements of strategy training embedded within textbook-based L2 learning tasks (cf. Cohen 1998). Peer tutoring, or tandem programmes. Within this option, students speaking different native languages are paired for regular tutoring sessions. Thus, they change roles acting as teacher and learner, practise the two languages separately, and share experiences concerning their