Teaching and Researching Language Learning Strategies

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A01=Rebecca L. Oxford
advanced language strategy instruction
affective
Affective Strategies
applied psycholinguistics
Author_Rebecca L. Oxford
Category=CFDC
Category=CJA
cognitive strategy use
complexity theory education
Content Analytic Study
Differentiating Strategy Instruction
EFL Learner
EFL Writer
emotion regulation skills
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
good
Grammar Strategy
instruction
L2 Learning
L2 Learning Strategy
L2 Reading Strategy
L2 Writing
language learner autonomy
Language Learning Strategies
learners
Learning Strategies
Listening Strategies
Listening Strategy Instruction
metacognitive processes
model
OCS
Pe Rc
Prior Vocabulary Knowledge
Researching Language Learning Strategies
s2r
S2R Model
Self-Regulated Learning
Self-regulated Strategy Instruction
self-regulation
strategic
Strategic Self-Regulation
strategy
Strategy Instruction Studies
study
Te Ch
VLS

Product details

  • ISBN 9781138856806
  • Weight: 460g
  • Dimensions: 178 x 254mm
  • Publication Date: 20 Dec 2016
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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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.

Rebecca L. Oxford is Distinguished Scholar-Teacher and Professor Emerita at the University of Maryland and a part-time adjunct professor of second language teaching and psychology at the University of Alabama in both Birmingham and Huntsville, USA.

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