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E-grāmata: Teaching & Researching : Language Learning Strategies [Taylor & Francis e-book]

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After thirty years, language learning strategy (LLS) researchers have accumulated a critical mass of knowledge. There is now a need for a systematic and coherent effort to chart the field and map out the issues. There is also a need for conceptual cross-fertilization and a concerted effort in theory-building, so that more useful research avenues can be explored for the students? benefit. In this highly accessible and informative book Rebecca Oxford shows why self-regulated learning strategies are necessary for language proficiency and offers practical suggestions for assessing, teaching, and researching these stratregies. This book integrates sociocultural, cognitive, and affective dimensions proving there is nothing as practical as a good theory.

This book re-draws the landscape of language learning strategies and renews the field with vigor and excitement.



Over the past thirty years, the field of language learning strategies has generated a massive amount of interest and research in applied linguistics. Teaching and Researching Language Learning Strategies redraws the landscape of language learning strategies at just the right time. In this book Rebecca Oxford charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. Offering practical, innovative suggestions for assessing, teaching, and researching language learning strategies, she provides examples of strategies and tactics from all levels, from beginners to distinguished-level learners, as well as a new taxonomy of strategies for language learning.

In demonstrating why self-regulated learning strategies are necessary for language proficiency, Oxford integrates socio-cultural, cognitive, and affective dimensions, and argues convincingly for the need for conceptual cross-fertilization. Providing clear and concise explanations of the advantages and limitations of the different approaches, this book is full of practical value and theoretical insights.

The book is designed to guide the reader with the use of a range of features, including:

- key quotes and concept boxes

- preview questions and chapter overviews

- glossary and end-of-chapter further readings

- sources and resources section

Papildus informācija

New to the regarded Applied Linguistics in Action series, this accessible and informative book redraws the language learning strategy landscape.
General Editors' Preface xi
Acknowledgements xiii
Publisher's Acknowledgements xiv
Introduction 1(4)
Section I The Strategic Self-Regulation (S2R) Model of Language Learning
5(132)
1 Introducing the Strategic Self-Regulation (S2R) Model of language learning
7(36)
1.1 Overview of this book
8(2)
1.2 Why this book is needed now
10(1)
1.3 The S2R Model
11(29)
1.4 Nine ways the S2R Model is different
40(1)
1.5 Conclusion
41(2)
Further reading
42(1)
2 Dimension 1 (cognitive): Strategies for remembering and processing language
43(18)
2.1 Linked metaphors for metacognitive and cognitive strategies: construction manager and construction workers
44(1)
2.2 Metacognitive knowledge, metacognitive strategies, and metacognition
45(1)
2.3 Cognitive strategies
46(1)
2.4 Relevant theories and concepts
47(13)
2.5 Conclusion
60(1)
Further reading
60(1)
3 Dimension 2 (affective): Strategies linked with emotions, beliefs, attitudes, and motivation
61(24)
3.1 Linked metaphors for meta-affective and affective strategies: electricity manager and electricity workers
62(1)
3.2 Meta-affective knowledge, meta-affective strategies, and meta-affect
63(1)
3.3 Affective strategies
64(1)
3.4 Relevant theories and concepts
65(18)
3.5 Conclusion
83(2)
Further reading
83(2)
4 Dimension 3 (sociocultural-interactive): Strategies for contexts, communication, and culture
85(52)
4.1 Linked metaphors for meta-SI strategies and SI strategies: community manager and community workers
87(1)
4.2 Meta-SI knowledge, meta-SI strategies, and the "meta" level of sociocultural interaction
87(1)
4.3 SI strategies
88(1)
4.4 Relevant theories and concepts
89(10)
4.5 Conclusion
99(2)
Further reading
100(1)
Section I Appendices
101(36)
Section II Authentic Uses of Strategy Assessment and Strategy Assistance
137(62)
5 Strategy assessment in the S2R Model
139(35)
5.1 Purposes of strategy assessment
140(1)
5.2 Key issues at the outset
140(5)
5.3 Strategy observations
145(2)
5.4 Actual-task verbal reports
147(4)
5.5 Colour-coding of actual-task strategies
151(1)
5.6 Learner portfolios that include task-related strategy assessment
152(1)
5.7 Individual interviews for strategy assessment (not based on immediate tasks)
153(2)
5.8 Group strategy assessment interviews or discussions
155(1)
5.9 Discourse analysis for strategy assessment
155(1)
5.10 Strategy questionnaires
156(10)
5.11 Narratives for strategy assessment
166(1)
5.12 Quality of strategy assessment tools
167(4)
5.13 Conclusion
171(3)
Further reading
173(1)
6 Strategy instruction and other forms of strategy assistance
174(25)
6.1 Key terms
175(1)
6.2 Culture as a factor in excellent strategy assistance
176(1)
6.3 Strategy instruction in separate learning-to-learn courses or programmes
177(2)
6.4 Direct strategy instruction integrated into regular L2 courses
179(13)
6.5 Integrating strategy instruction into L2 textbooks and course materials
192(1)
6.6 The learning consultation service model
193(2)
6.7 Strategy instruction through learner guidebooks
195(1)
6.8 Strategy instruction in distance learning
195(2)
6.9 Conclusion
197(2)
Further reading
197(2)
Section III Researching Learning Strategies
199(64)
7 A guide to conducting research on self-regulated L2 learning strategies
201(40)
7.1 Worldviews underlying various research methods
203(1)
7.2 Overview of methods for research on self-regulated L2 learning strategies
203(2)
7.3 Quantitative research methods, models of quantitative L2 studies, and validity of quantitative studies
205(13)
7.4 Qualitative research methods, models of qualitative L2 studies, and validity of qualitative studies
218(13)
7.5 Mixed methods, a model of a mixed method L2 study, and validity of mixed method studies
231(3)
7.6 Action research, a model of an action research L2 study, and validity of action research studies
234(3)
7.7 General thoughts about research quality
237(2)
7.8 Ethics in L2 learning strategy research
239(1)
7.9 Conclusion
239(2)
Further reading
240(1)
8 What we know from L2 learning strategy research
241(22)
8.1 L2 reading strategies
243(4)
8.2 L2 writing strategies
247(4)
8.3 L2 listening strategies
251(2)
8.4 L2 speaking strategies
253(1)
8.5 L2 vocabulary learning strategies
254(2)
8.6 L2 grammar learning strategies
256(2)
8.7 Comparisons across L2 areas
258(1)
8.8 Findings across more general strategy studies
258(3)
8.9 Conclusion
261(2)
Further reading
62(201)
Section IV Resources
263(12)
9 Strategic "intellectual geography" and resources for further exploration
265(10)
9.1 Part I of the geography lesson: review of landmarks of the S2R Model
266(1)
9.2 Part II of the geography lesson: the terrain of self-regulated L2 learning strategies
267(2)
9.3 Resources to guide the next part of the journey
269(3)
9.4 Strengthening relationships while expanding strategy research and instruction
272(1)
9.5 Conclusion
273(2)
Further reading
274(1)
Glossary of Key Terms 275(28)
References 303(30)
Index 333
Rebecca L. Oxford is Professor Emerita, University of Maryland. She is the author of Language Learning Strategies: What Every Teacher Should Know (1990) and edited Language Learning Strategies: Cross-Cultural Perspectives (1996). She is currently working as Professor of Language Education and Research for the U.S. Air Force Culture and Language Center.