General Editors' Preface |
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xi | |
Acknowledgements |
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xiii | |
Publisher's Acknowledgements |
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xiv | |
Introduction |
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1 | (4) |
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Section I The Strategic Self-Regulation (S2R) Model of Language Learning |
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5 | (132) |
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1 Introducing the Strategic Self-Regulation (S2R) Model of language learning |
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7 | (36) |
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1.1 Overview of this book |
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8 | (2) |
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1.2 Why this book is needed now |
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10 | (1) |
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11 | (29) |
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1.4 Nine ways the S2R Model is different |
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40 | (1) |
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41 | (2) |
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42 | (1) |
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2 Dimension 1 (cognitive): Strategies for remembering and processing language |
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43 | (18) |
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2.1 Linked metaphors for metacognitive and cognitive strategies: construction manager and construction workers |
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44 | (1) |
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2.2 Metacognitive knowledge, metacognitive strategies, and metacognition |
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45 | (1) |
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46 | (1) |
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2.4 Relevant theories and concepts |
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47 | (13) |
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60 | (1) |
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60 | (1) |
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3 Dimension 2 (affective): Strategies linked with emotions, beliefs, attitudes, and motivation |
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61 | (24) |
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3.1 Linked metaphors for meta-affective and affective strategies: electricity manager and electricity workers |
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62 | (1) |
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3.2 Meta-affective knowledge, meta-affective strategies, and meta-affect |
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63 | (1) |
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64 | (1) |
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3.4 Relevant theories and concepts |
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65 | (18) |
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83 | (2) |
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83 | (2) |
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4 Dimension 3 (sociocultural-interactive): Strategies for contexts, communication, and culture |
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85 | (52) |
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4.1 Linked metaphors for meta-SI strategies and SI strategies: community manager and community workers |
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87 | (1) |
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4.2 Meta-SI knowledge, meta-SI strategies, and the "meta" level of sociocultural interaction |
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87 | (1) |
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88 | (1) |
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4.4 Relevant theories and concepts |
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89 | (10) |
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99 | (2) |
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100 | (1) |
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101 | (36) |
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Section II Authentic Uses of Strategy Assessment and Strategy Assistance |
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137 | (62) |
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5 Strategy assessment in the S2R Model |
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139 | (35) |
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5.1 Purposes of strategy assessment |
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140 | (1) |
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5.2 Key issues at the outset |
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140 | (5) |
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5.3 Strategy observations |
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145 | (2) |
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5.4 Actual-task verbal reports |
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147 | (4) |
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5.5 Colour-coding of actual-task strategies |
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151 | (1) |
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5.6 Learner portfolios that include task-related strategy assessment |
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152 | (1) |
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5.7 Individual interviews for strategy assessment (not based on immediate tasks) |
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153 | (2) |
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5.8 Group strategy assessment interviews or discussions |
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155 | (1) |
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5.9 Discourse analysis for strategy assessment |
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155 | (1) |
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5.10 Strategy questionnaires |
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156 | (10) |
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5.11 Narratives for strategy assessment |
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166 | (1) |
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5.12 Quality of strategy assessment tools |
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167 | (4) |
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171 | (3) |
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173 | (1) |
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6 Strategy instruction and other forms of strategy assistance |
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174 | (25) |
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175 | (1) |
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6.2 Culture as a factor in excellent strategy assistance |
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176 | (1) |
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6.3 Strategy instruction in separate learning-to-learn courses or programmes |
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177 | (2) |
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6.4 Direct strategy instruction integrated into regular L2 courses |
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179 | (13) |
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6.5 Integrating strategy instruction into L2 textbooks and course materials |
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192 | (1) |
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6.6 The learning consultation service model |
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193 | (2) |
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6.7 Strategy instruction through learner guidebooks |
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195 | (1) |
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6.8 Strategy instruction in distance learning |
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195 | (2) |
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197 | (2) |
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197 | (2) |
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Section III Researching Learning Strategies |
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199 | (64) |
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7 A guide to conducting research on self-regulated L2 learning strategies |
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201 | (40) |
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7.1 Worldviews underlying various research methods |
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203 | (1) |
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7.2 Overview of methods for research on self-regulated L2 learning strategies |
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203 | (2) |
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7.3 Quantitative research methods, models of quantitative L2 studies, and validity of quantitative studies |
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205 | (13) |
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7.4 Qualitative research methods, models of qualitative L2 studies, and validity of qualitative studies |
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218 | (13) |
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7.5 Mixed methods, a model of a mixed method L2 study, and validity of mixed method studies |
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231 | (3) |
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7.6 Action research, a model of an action research L2 study, and validity of action research studies |
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234 | (3) |
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7.7 General thoughts about research quality |
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237 | (2) |
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7.8 Ethics in L2 learning strategy research |
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239 | (1) |
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239 | (2) |
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240 | (1) |
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8 What we know from L2 learning strategy research |
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241 | (22) |
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8.1 L2 reading strategies |
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243 | (4) |
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8.2 L2 writing strategies |
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247 | (4) |
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8.3 L2 listening strategies |
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251 | (2) |
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8.4 L2 speaking strategies |
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253 | (1) |
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8.5 L2 vocabulary learning strategies |
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254 | (2) |
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8.6 L2 grammar learning strategies |
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256 | (2) |
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8.7 Comparisons across L2 areas |
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258 | (1) |
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8.8 Findings across more general strategy studies |
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258 | (3) |
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261 | (2) |
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62 | (201) |
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263 | (12) |
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9 Strategic "intellectual geography" and resources for further exploration |
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265 | (10) |
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9.1 Part I of the geography lesson: review of landmarks of the S2R Model |
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266 | (1) |
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9.2 Part II of the geography lesson: the terrain of self-regulated L2 learning strategies |
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267 | (2) |
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9.3 Resources to guide the next part of the journey |
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269 | (3) |
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9.4 Strengthening relationships while expanding strategy research and instruction |
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272 | (1) |
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273 | (2) |
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274 | (1) |
Glossary of Key Terms |
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275 | (28) |
References |
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303 | (30) |
Index |
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333 | |