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. This volume carries on the author's tradition of linking theoretical insights with readability and practical utility and offers an enhanced Strategic Self-Regulation Model. It is enriched by many new features, such as the first-ever major content analysis of published learning strategy definitions, leading to a long-awaited, encompassing strategy definition that, to a significant degree, brings order out of chaos in the strategy field. Rebecca L. Oxford provides an intensive discussion of self-regulation, agency, and related factors as the "soul of learning strategies." She ushers the strategy field into the twenty-first century with the first in-depth treatment of strategies and complexity theory.
A major section is devoted to applications of learning strategies in all language skill areas and in grammar and vocabulary. The last chapter presents innovations for strategy instruction, such as ways to deepen and differentiate strategy instruction to meet individual needs; a useful, scenario-based emotion regulation questionnaire; insights on new research methods; and results of two strategy instruction meta-analyses. This revised edition includes in-depth questions, tasks, and projects for readers in every chapter. This is the ideal textbook for upper-level undergraduate and graduate courses in TESOL, ELT, education, linguistics, and psychology.
Author(s): Rebecca L. Oxford
Edition: 2nd
Publisher: Routledge
Year: 2017
Language: English
Pages: 371
City: London
Cover......Page 1
Half Title......Page 2
Title Page......Page 4
Copyright Page......Page 5
Dedication......Page 6
Table of Contents......Page 8
List of Figures......Page 10
List of Tables......Page 11
Acknowledgments......Page 12
Series Editors’ Preface......Page 13
Preface......Page 15
Introduction......Page 18
Section A Focusing: Greater Clarity for Definitions and Theories......Page 22
1 Bringing Order out of Chaos: Definitions and Features of Language Learning Strategies......Page 24
2 The Soul of L2 Learning Strategies: Self-Regulation, Agency, Autonomy, and Associated Factors in the Strategic Self-Regulation (S2R) Model......Page 82
3 Context, Complexity, and Learning Strategies: Recognizing the Crucial Triad......Page 118
Section B Flexibility and Function: Understanding L2 Learning Strategies According to Their Roles in Context......Page 156
4 Strategy Role Flexibility, Denial of Dualisms, and Metastrategies in Context......Page 158
5 The Multiple Self: Self-Regulation Strategies for Cognitive, Motivational, and Social Domains......Page 187
6 The Multiple Self, Continued: Emotion Self-Regulation Strategies......Page 230
Section C Live Applications: Strategies in the Skill Areas and the Language Subsystems......Page 258
7 Strategies for L2 Grammar and Vocabulary in Context......Page 260
8 Strategies for L2 Reading and Writing in Context......Page 289
9 Strategies for Listening, Phonology, Pronunciation, Speaking/Oral Communication, and Pragmatics in Context......Page 306
Section D Innovations: Strategy Instruction, Assessment, and Research......Page 324
10 Innovations (and Potential Innovations) in Strategy Instruction, Strategy Assessment, and Strategy Research......Page 326
Postscript: Brief Summary of the Strategic Self-Regulation (S2R) Theory......Page 356
Appendix A: Definitions of and Comments about Second Language, Foreign Language, and Other Associated Terms......Page 358
Appendix B: Sources of Quotations in Epigraphs......Page 362
About the Author......Page 365
Index......Page 366
