Learning strategy instruction in the language classroom : issues and implementation
Author(s)
Bibliographic Information
Learning strategy instruction in the language classroom : issues and implementation
（Second language acquisition / series editor, David Singleton, 132）
Multilingual Matters, c2019
- : pbk
- : hbk
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
This comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners' age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.
Table of Contents
Foreword. Cynthia White
Introduction. Anna U. Chamot and Vee Harris
Part 1. Issues: Models and Contexts
Chapter 1. Luke Plonsky: Language Learning Strategy Instruction: Recent Research and Future Directions
Chapter 2. Peter Yongqi Gu: Approaches to Learning Strategy Instruction
Chapter 3. Vee Harris: Diversity and Integration in Language Learning Strategy Instruction
Chapter 4. Do Coyle: Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated Learning
Chapter 5. Ernesto Macaro: Language Learner Strategies and Individual Differences
Chapter 6. Marcella Menegale: Integrating Language Learning Strategy Instruction into Content and Language Integrated Learning Programs
Part 2. Issues: Less Studied and Less Taught Groups of Strategies
Chapter 7. Miroslaw Pawlak: Grammar Learning Strategies Instruction in the Foreign Language Classroom: The Case of Students in Degree Programs in English
Chapter 8. Anna Uhl Chamot and Vee Harris: Language Learning Strategy Instruction for Critical Cultural Awareness
Chapter 9. Andrew D. Cohen: Strategy Instruction for Learning and Performing Target-language Pragmatics
Part 3. Implications: The Learners
Chapter 10. Pamela Gunning, Joanna White, and Christine Busque: Designing Effective Strategy Instruction: Approaches and Materials for Young Language Learners
Chapter 11. Angeliki Psaltou-Joycey: Designing Materials and Guidelines for Language Learning Strategy Instruction
Chapter 12. Anna Uhl Chamot: Differentiation in Language Learning Strategy Instruction
Chapter 13. Jill Robbins: Teaching Language Learning Strategies with Technology
Part 4. Implications: The Teachers
Chapter 14. Christina Gkonou and Rebecca L. Oxford: Teachers' Formative Assessment, Reflection, and Affective Strategy Instruction in Language Learning Strategy Instruction Teacher Education
Chapter 15. Joan Rubin and Claudia Acero Rios: Empowering Teachers to Promote Learner Self-Management
Chapter 16. Anna Uhl Chamot, Vee Harris, Carol Griffiths, Pamela Gunning, Martha Nyikos and Birsen Tutunis: Teacher Education for Language Learning Strategy Instruction: Approaches and Activities
Chapter 17. Christine Goh: What We Still Need to Learn About Language Learning Strategies Instruction: Research Directions and Designs
Afterword. Anna Uhl Chamot and Vee Harris
by "Nielsen BookData"
