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.
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.
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.
Inhaltsangabe
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
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
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