Learning Strategy Instruction in the Language Classroom : : Issues and Implementation / / ed. by Anna Uhl Chamot, Vee Harris.

• Superior document: Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2019 English
• MitwirkendeR: Acero Rios, Claudia,; Busque, Christine,; Cohen, Andrew D.,; Coyle, Do,; Gkonou, Christina,; Goh, Christine,; Griffiths, Carol,; Gunning, Pamela,; Harris, Vee,; Macaro, Ernesto,; Menegale, Marcella,; Nyikos, Martha,; Oxford, Rebecca L.,; Pawlak, Mirosław,; Plonsky, Luke,; Psaltou-Joycey, Angeliki,; Robbins, Jill,; Rubin, Joan,; Tutüniș, Birsen,; Uhl Chamot, Anna,; White, Cynthia,; White, Joanna,; Yongqi Gu, Peter,
• HerausgeberIn: Chamot, Anna Uhl,; Harris, Vee,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2019]; ©2019
• Year of Publication: 2019
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource

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

Frontmatter -- Contents -- Foreword -- Dedication to Anna Uhl Chamot -- Acknowledgements -- Contributors -- Introduction -- Part 1. Issues: Models and Contexts -- Introduction to Part 1 -- 1. Language Learning Strategy Instruction: Recent Research and Future Directions -- 2. Approaches to Learning Strategy Instruction -- 3. Diversity and Integration in Language Learning Strategy Instruction -- 4. Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated Learning -- 5. Language Learner Strategies and Individual Differences -- 6. Learning Strategy Instruction in Content and Language Integrated Learning Programs -- Part 2. Issues: Less Studied and Less Taught Groups of Strategies -- Introduction to Part 2 -- 7. Grammar Learning Strategies Instruction in the Foreign Language Classroom: The Case of Students in Degree Programs in English -- 8. Language Learning Strategy Instruction for Critical Cultural Awareness -- 9. Strategy Instruction for Learning and Performing Target Language Pragmatics -- Part 3. Implementation: The Learners -- Introduction to Part 3 -- 10. Designing Effective Strategy Instruction: Approaches and Materials for Young Language Learners -- 11. Guidelines and Materials for Integrating Language Learning Strategy Instruction into the Language Lesson -- 12. Differentiation in Language Learning Strategy Instruction -- 13. Teaching Language Learning Strategies Using Technology -- Part 4. Implementation: The Teachers -- Introduction to Part 4 -- 14. Teacher Education: Formative Assessment, Reflection and Affective Strategy Instruction -- 15. Empowering Teachers to Promote Learner Self-management -- 16. Teacher Education for Language Learning Strategy Instruction: Approaches and Activities -- 17. What We Still Need to Learn about Language Learning Strategies Instruction: Research Directions and Designs -- Afterword -- Index