Teaching & Researching: Language Learning Strategies

✍ Scribed by Rebecca L. Oxford

• Publisher: Routledge
• Year: 2011
• Tongue: English
• Leaves: 357
• Series: Applied Linguistics in Action
• Edition: 1
• Category: Library

✦ Synopsis

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

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Table of Contents
General Editors’ Preface
Acknowledgements
Publisher’s Acknowledgements
Introduction
Section I The Strategic Self-Regulation (S2R) Model of Language Learning
1 Introducing the Strategic Self-Regulation (S2R) Model of language learning
1.1 Overview of this book
1.2 Why this book is needed now
1.3 The S2R Model
1.4 Nine ways the S2R Model is different
1.5 Conclusion
Further reading
2 Dimension 1 (cognitive): Strategies for remembering and processing language
2.1 Linked metaphors for metacognitive and cognitive strategies: construction manager and construction workers
2.2 Metacognitive knowledge, metacognitive strategies, and metacognition
2.3 Cognitive strategies
2.4 Relevant theories and concepts
2.5 Conclusion
Further reading
3 Dimension 2 (affective): Strategies linked with emotions, beliefs, attitudes, and motivation
3.1 Linked metaphors for meta-affective and affective strategies: electricity manager and electricity workers
3.2 Meta-affective knowledge, meta-affective strategies, and meta-affect
3.3 Affective strategies
3.4 Relevant theories and concepts
3.5 Conclusion
Further reading
4 Dimension 3 (sociocultural-interactive): Strategies for contexts, communication, and culture
4.1 Linked metaphors for meta-SI strategies and SI strategies: community manager and community workers
4.2 Meta-SI knowledge, meta-SI strategies, and the “meta” level of sociocultural interaction
4.3 SI strategies
4.4 Relevant theories and concepts
4.5 Conclusion
Further reading
Section I Appendices
Section II Authentic Uses of Strategy Assessment and Strategy Assistance
5 Strategy assessment in the S2R Model
5.1 Purposes of strategy assessment
5.2 Key issues at the outset
5.3 Strategy observations
5.4 Actual-task verbal reports
5.5 Colour-coding of actual-task strategies
5.6 Learner portfolios that include task-related strategy assessment
5.7 Individual interviews for strategy assessment (not based on immediate tasks)
5.8 Group strategy assessment interviews or discussions
5.9 Discourse analysis for strategy assessment
5.10 Strategy questionnaires
5.11 Narratives for strategy assessment
5.12 Quality of strategy assessment tools
5.13 Conclusion
Further reading
6 Strategy instruction and other forms of strategy assistance
6.1 Key terms
6.2 Culture as a factor in excellent strategy assistance
6.3 Strategy instruction in separate learning-to-learn courses or programmes
6.4 Direct strategy instruction integrated into regular L2 courses
6.5 Integrating strategy instruction into L2 textbooks and course materials
6.6 The learning consultation service model
6.7 Strategy instruction through learner guidebooks
6.8 Strategy instruction in distance learning
6.9 Conclusion
Further reading
Section III Researching Learning Strategies
7 A guide to conducting research on self-regulated L2 learning strategies
7.1 Worldviews underlying various research methods
7.2 Overview of methods for research on self-regulated L2 learning strategies
7.3 Quantitative research methods, models of quantitative L2 studies, and validity of quantitative studies
7.4 Qualitative research methods, models of qualitative L2 studies, and validity of qualitative studies
7.5 Mixed methods, a model of a mixed method L2 study, and validity of mixed method studies
7.6 Action research, a model of an action research L2 study, and validity of action research studies
7.7 General thoughts about research quality
7.8 Ethics in L2 learning strategy research
7.9 Conclusion
Further reading
8 What we know from L2 learning strategy research
8.1 L2 reading strategies
8.2 L2 writing strategies
8.3 L2 listening strategies
8.4 L2 speaking strategies
8.5 L2 vocabulary learning strategies
8.6 L2 grammar learning strategies
8.7 Comparisons across L2 areas
8.8 Findings across more general strategy studies
8.9 Conclusion
Further reading
Section IV Resources
9 Strategic “intellectual geography” and resources for further exploration
9.1 Part I of the geography lesson: review of landmarks of the S2R Model
9.2 Part II of the geography lesson: the terrain of self-regulated L2 learning strategies
9.3 Resources to guide the next part of the journey
9.4 Strengthening relationships while expanding strategy research and instruction
9.5 Conclusion
Further reading
Glossary of Key Terms
References
Index