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E-grāmata: Exploring the Role of Strategic Intervention in Form-focused Instruction

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Exploring the Role of Strategic Intervention in Form-focused InstructionPalielināt
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The monograph is devoted to the notion of strategic intervention and its application in the foreign language classroom, in particular with reference to teaching grammar structures. The first four chapters, which are theoretical in nature, address such concepts as form-focused instruction, language learning strategies and strategies-based instruction. The last chapter provides insight into the results of a study investigating the grammar learning strategies employed by advanced learners of English. Additionally, the chapter presents the views of foreign language teachers on the idea of introducing strategy training in the foreign language classroom. The book closes with the discussion concerning the implementation of strategy training and its value in teaching target language grammar.

Form-focused instruction providing the theoretical basis.- Language learning strategies a theoretical backdrop.- A review of language learning strategies.- Strategy training and research methodology.- Exploring the effects of strategy training in the foreign language classroom.- Conclusions and implications.
1 Form-Focused Instruction: Providing the Theoretical Basis
1(28)
1.1 Introduction
1(1)
1.2 Defining Grammar: Types, Models, Attitudes
1(4)
1.3 Form-Focused Instruction: Preliminaries
5(1)
1.4 Form-Focused Instruction and Meaning-Focused Instruction
6(2)
1.5 Different Types of Knowledge
8(3)
1.5.1 Explicit Knowledge
9(1)
1.5.2 Implicit Knowledge
10(1)
1.5.3 The Interface Position
10(1)
1.6 Types of FFI
11(12)
1.6.1 Focus on Forms
12(6)
1.6.2 Focus on Form
18(5)
1.7 Research into FFI
23(4)
Conclusion
27(2)
2 Language Learning Strategies: A Theoretical Backdrop
29(36)
2.1 Introduction
29(1)
2.2 Defining Language Learning Strategies
30(8)
2.2.1 Conceptual Problems
32(3)
2.2.2 Characteristics of Language Learning Strategies
35(3)
2.3 Selected Factors Affecting the Choice and Use of Learning Strategies
38(20)
2.3.1 Cognitive Factors
38(6)
2.3.2 Affective Factors
44(4)
2.3.3 Learners' Background
48(3)
2.3.4 Situational, Individual and Social Variables
51(7)
2.4 MacIntyre's Social Psychological Model
58(3)
2.4.1 An Attempt at Defining Language Learning Strategies
58(1)
2.4.2 MacIntyre's Strategy Use Model
59(1)
2.4.3 Implications
60(1)
2.5 The Place of Strategies in a Cognitive Framework
61(2)
Conclusion
63(2)
3 Investigating Grammar Learning Strategies
65(28)
3.1 Introduction
65(1)
3.2 Classifying Language Learning Strategies
66(7)
3.2.1 Bialystok's (1978) Taxonomy
66(1)
3.2.2 Rubin's (1981) Taxonomy
67(1)
3.2.3 Carver's (1984) Taxonomy
68(1)
3.2.4 Chesterfields' (1985) Taxonomy
69(1)
3.2.5 O'Malley et al.'s (1985b) Taxonomy
69(1)
3.2.6 Oxford's (1990) Taxonomy
70(2)
3.2.7 Stern's (1992) Taxonomy
72(1)
3.3 Grammar Learning Strategies
73(18)
3.3.1 Research into Grammar Learning Strategies
74(11)
3.3.2 Oxford et al.'s (2007) Grammar Strategy Classification
85(4)
3.3.3 Pawlak's (2010a) Classification Model
89(2)
Conclusion
91(2)
4 Strategy Training and Research Methodology
93(34)
4.1 Introduction
93(1)
4.2 Strategy Instruction in the Foreign Language Classroom
94(2)
4.3 Contentious Issues
96(5)
4.3.1 Implementation and Intensity of the Training
96(1)
4.3.2 Separate Versus Integrated Instruction
97(1)
4.3.3 Direct Versus Embedded Instruction
98(1)
4.3.4 Language Choice
99(1)
4.3.5 Instructional Implementation
99(1)
4.3.6 The Strategies to Be Taught
100(1)
4.4 Learners' Metacognition
101(2)
4.5 Requirements of Strategy-Based Instruction
103(1)
4.6 Strategy Training Models
103(4)
4.6.1 Ellis and Sinclair's (1989) Model
103(1)
4.6.2 Oxford's (1990) Model
104(1)
4.6.3 CALLA
105(2)
4.7 Research into SBI
107(5)
4.8 Investigating Learning Strategies
112(8)
4.8.1 Interviews
113(2)
4.8.2 Self-report Questionnaires
115(2)
4.8.3 Diaries and Journals
117(2)
4.8.4 Observations
119(1)
4.8.5 Think-Aloud Protocols
119(1)
4.9 Types of Strategy Studies
120(4)
4.9.1 Correlational Studies
121(1)
4.9.2 Interventionist Studies
121(1)
4.9.3 Case Studies
122(1)
4.9.4 Action Research
123(1)
4.10 Studies in New Contexts
124(1)
Conclusion
125(2)
5 Exploring the Effects of Strategy Training in the Foreign Language Classroom
127(42)
5.1 Introduction
127(1)
5.2 Strategy Training and the Acquisition of Emphatic Devices
127(20)
5.2.1 Choice of the Target Form
128(1)
5.2.2 Research Questions
129(1)
5.2.3 The Design of the Study
130(1)
5.2.4 Data Collection and Analysis
131(1)
5.2.5 Subjects
132(3)
5.2.6 The Instructional Treatment
135(12)
5.3 Results and Discussion
147(21)
5.3.1 The Impact of Strategic Intervention and Its Durability as Measured on the Pre-tests, the Immediate and Delayed Post-tests
148(3)
5.3.2 The Training's Influence on the Frequency of General Strategy Use, Operationalized as the Results of the Sill Introduced Before and After the Treatment
151(5)
5.3.3 Grammar Strategies Employed by Advanced Learners of English
156(6)
5.3.4 Teachers' Attitude Towards Strategy Training
162(6)
Conclusion
168(1)
Conclusions and Implications 169(6)
Appendix A Pre-test 175(4)
Appendix B Immediate Post-test 179(4)
Appendix C Delayed Post-test 183(4)
References 187
Erratum 1
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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