Full Description
Now in its second edition, Teaching and Researching Language Learning Strategies: Self-Regulation in Context charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. This volume carries on the author's tradition of linking theoretical insights with readability and practical utility and offers an enhanced Strategic Self-Regulation Model. It is enriched by many new features, such as the first-ever major content analysis of published learning strategy definitions, leading to a long-awaited, encompassing strategy definition that, to a significant degree, brings order out of chaos in the strategy field. Rebecca L. Oxford provides an intensive discussion of self-regulation, agency, and related factors as the "soul of learning strategies." She ushers the strategy field into the twenty-first century with the first in-depth treatment of strategies and complexity theory.
A major section is devoted to applications of learning strategies in all language skill areas and in grammar and vocabulary. The last chapter presents innovations for strategy instruction, such as ways to deepen and differentiate strategy instruction to meet individual needs; a useful, scenario-based emotion regulation questionnaire; insights on new research methods; and results of two strategy instruction meta-analyses. This revised edition includes in-depth questions, tasks, and projects for readers in every chapter. This is the ideal textbook for upper-level undergraduate and graduate courses in TESOL, ELT, education, linguistics, and psychology.
Contents
Series Editor Preface
Preface by Dr. Peter MacIntyre and Dr. Tammy Gregersen
List of Illustrations
Acknowledgments
Introduction
Section A.
Focusing: Greater Clarity for Definitions and Theories
Chapter 1
Bringing Order out of Chaos: Definitions and Features of Language Learning Strategies
Chapter 2
The Soul of L2 Learning Strategies:
Self-Regulation, Agency, Autonomy, and Associated Factors in the Strategic Self-Regulation (S2R) Model
Chapter 3
Context, Complexity, and Learning Strategies: Recognizing the Crucial Triad
Section B.
Flexibility and Function: Understanding L2 Learning Strategies According to Their Roles in Context
Chapter 4
Strategy Role Flexibility, Denial of Dualisms, and Metastrategies in Context
Chapter 5
The Multiple Self: Self-Regulation Strategies for Cognitive, Motivational, and Social Domains
Chapter 6
The Multiple Self, Continued: Emotional Self-Regulation Strategies
Section C.
Live Applications: Strategies in the Skill Areas and the Language Subsystems
Chapter 7
Strategies for L2 Grammar and Vocabulary in Context
Chapter 8
Strategies for L2 Reading and Writing in Context
Chapter 9
Strategies for L2 Listening, Phonology, Pronunciation, Speaking / Oral Communication, and Pragmatics in Context
Section D.
Innovations: Strategy Instruction, Assessment, and Research
Chapter 10
Innovations (and Potential Innovations) in Strategy Instruction, Strategy Assessment, and Strategy Research
Postscript: Brief Summary of the Strategic Self-Regulation (S2R) Model
About the Author
Appendices
Appendix A Definitions of and Comments about Second Language, Foreign Language, and Other Associated Terms
Appendix B Sources of Quotations for Epigraphs
