This innovative book focuses on the relationships among self-regulated language learning strategies, students' individual characteristics, and the diverse contexts in which learning occurs. It presents state-of-the-art, lively, readable chapters by well-known experts and new, promising scholars, who analyze learning strategy theory, research, assessment, and use.
Written by a team of international contributors from Austria, Canada, Greece, Japan, New Zealand, Poland, Turkey, the UK and the USA, this volume provides theoretical insights on how strategic learning interacts with complex environments. It explores strategy choice and the fluidity and flexibility of learning strategies. Research-based but practical themes in the book include strategy-related teacher preparation; differentiated strategy instruction to meet the needs of diverse learners of different ages, cultures, and learning styles; and creative, visualization-based development of strategy awareness. Examining methodologies for strategy research and assessment, the volume explores narrative, decision-tree, scenario-based, and questionnaire-based research, as well as mixed-methods research and new assessment tools for young learners' strategies. It presents research on strategies used for foreign/second language pronunciation, pragmatics, listening, reading, speaking, writing, and test-taking.
By providing a wide range of examples of strategies in research and action in a number of countries, cultures, and educational settings, and by offering incisive section overviews and a detailed synthesis at the end, this book enables readers to develop a holistic understanding of language learning strategies. With additional online strategy materials available for downloading, Language Learning Strategies and Individual Learner Characteristics is invaluable to all those interested in helping language students learn more effectively.
|Product dimensions:||6.14(w) x 9.21(h) x 0.81(d)|
About the Author
Rebecca L. Oxford is Professor Emerita and Distinguished Scholar-Teacher at the University of Maryland, USA.
Carmen M. Amerstorfer is Director, School of Education and Senior Scientist at Alpen-Adria-Universität Klagenfurt, Austria.
Table of Contents
Introduction: The State of the Art in Language Learning Strategies and Individual Learner Characteristics, Rebecca L. Oxford (University of Maryland, USA) and Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria)
Part I: Theoretical Foundations of Individuals' Situated, Self-Regulated Language Learning Strategies
Introduction to Part I
1. Understanding Language Learning Strategies in Context: An Innovative, Complexity-based Approach, Rebecca L. Oxford (University of Maryland, USA), Roberta Z. Lavine (University of Maryland, USA), and Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria)
2. Moving from Theory to Practice: A Closer Look at Language Learner Strategies, Andrew D. Cohen (University of Minnesota, USA)
3. How Individual Differences Relate to Successful Strategy Use: A Holistic View of Self-regulated Language Learners round the World, Carol Griffiths (Fatih University, Turkey)
Part II: Research Methodologies for Exploring Learning Strategies and Individual Differences
Introduction to Part II
4. Listening to Highly Anxious EFL Learners through the Use of Narrative: Metacognitive and Affective Strategies for Learner Self-regulation, Christina Gkonou (University of Essex, UK)
5. Modelling a Prototypical Use of Language Learning Strategies: Decision Tree-based Methods in Multiple Context, Atsushi Mizumoto and Osamu Takeuchi (Kansai University, Japan)
6. Mixing Methods: Investigating Self-regulated Strategies in a Cooperative EFL Learning Environment, Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria)
Part III: Studies of Learning Strategies Emphasizing Diverse Contexts and Individual Difference Factors
Introduction to Part III
7. Making Language Learning Strategies Research Useful: Insights from China for the World, Peter Yongqi Gu (Victoria University, New Zealand)
8. Language Learning Strategies of Greek EFL Primary and Secondary School Learners: How Individual Characteristics Affect Strategy Use, Angeliki Psaltou-Joycey (Aristotle University of Thessaloniki, Greece) and Zoe Gavriilidou (Democritus University of Thrace, Greece)
9.The Use of Pronunciation Learning Strategies in Form-focused and Meaning-focused Activities: The Impact of Contextual and Individual Difference Variables, Miroslaw Pawlak (Adam Mickiewicz University, Poland)
Part IV: Preparing Teachers and Presenting Strategy Instruction to Learners
Introduction to Part IV
10. Preparing Teachers for Language Learning Strategies Instruction in Diverse Classrooms: A Program for New Teachers, Anna Uhl Chamot (George Washington University, USA)
11. Investigating English Majors' Affective Strategy Use, Test Anxiety, and Strategy Instruction: Contextual Influences, Jakub Bielak and Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Poland)
12. Young Language Learners in Classroom Contexts: The Development of Strategy Assessment Methods and Tools, Pamela Gunning (Concordia University, Canada) and Carolyn E. Turbaner (McGill University, Canada)
Conclusion: Lessons Learned and the Future of Situated Learning Strategies, Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria) and Rebecca L. Oxford (University of Maryland, USA)