Learning Strategies in Second Language Acquisition

by J. Michael O'Malley, Anna Uhl Chamot

Overview

O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory.

Product Details

ISBN-13:	9780521358378
Publisher:	Cambridge University Press
Publication date:	02/23/1990
Series:	Cambridge Applied Linguistics
Pages:	276
Product dimensions:	6.02(w) x 9.02(h) x 0.94(d)

What People are Saying About This

From the Publisher

'… a powerful framework for considering developmental issues in second language acquisition … allows for an understanding of relationships that would have otherwise not been apparent among constructs often cited in the second language literature, such as language transfer, interlanguage, communicative competence, and learning versus acquisition distinctions.' NCAL Connections

'There is no doubt in my mind that this book makes an important contribution, both as a source of research hypotheses and as a guide for pedagogy.' Barry McLaughlin, University of California, Santa Cruz

'The book is readable and accessible. It's a 'must' for any teacher or researcher who wants the most current information in this field … an indispensable reference.' H. Douglas Brown, San Francisco State University

Editorial Reviews

'… a powerful framework for considering developmental issues in second language acquisition … allows for an understanding of relationships that would have otherwise not been apparent among constructs often cited in the second language literature, such as language transfer, interlanguage, communicative competence, and learning versus acquisition distinctions.' NCAL Connections

'There is no doubt in my mind that this book makes an important contribution, both as a source of research hypotheses and as a guide for pedagogy.' Barry McLaughlin, University of California, Santa Cruz

'The book is readable and accessible. It's a 'must' for any teacher or researcher who wants the most current information in this field … an indispensable reference.' H. Douglas Brown, San Francisco State University

From the Publisher