Teaching and Researching Language Learning Strategies: Self-Regulation in Context, Second Edition (Applied Linguistics in Action)

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ISBN 10: 1138856800 / ISBN 13: 9781138856806

Published by -, 2016

About this Item

Teaching and Researching Language Learning Strategies: Self-Regulation in Context, Second Edition (Applied Linguistics in Action) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.

Seller Inventory # 7719-9781138856806

Bibliographic Details

• Title: Teaching and Researching Language Learning Strategies: Self-Regulation in Context, Second Edition (Applied Linguistics in Action)
• Publisher: -
• Publication Date: 2016
• Language: English
• ISBN 10: 1138856800
• ISBN 13: 9781138856806
• Binding: Paperback
• Condition: Very Good

About this title

Synopsis

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.

About the Author

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.