Learning Strategy Instruction in the Language Classroom: Issues and Implementation

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Anna Uhl Chamot Vee Harris

Learning Strategy Instruction in the Language Classroom

Issues and Implementation

Anna Uhl Chamot, Vee Harris

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English

Multilingual Matters
10 May 2019

Language acquisition; Language Teaching (non-ELT); Language teaching theory & methods; Language learning: specific skills

Series: Second Language Acquisition

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.

Edited by: Anna Uhl Chamot, Vee Harris
Imprint: Multilingual Matters
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 17mm
Weight: 505g
ISBN: 9781788923392
ISBN 10: 1788923391
Series: Second Language Acquisition
Pages: 328
Publication Date: 10 May 2019
Audience: College/higher education , Professional and scholarly , Further / Higher Education , A / AS level
Format: Paperback
Publisher's Status: Active

Anna Uhl Chamot was Professor Emerita of the Department of Teacher Preparation at George Washington University, USA, as well as Co-Director of the National Capital Language Resource Center. An invited keynote speaker at more than 150 conferences from Singapore to Scotland, she also gave over 600 presentations at major conferences and lecture tours in Estonia, Latvia, Lithuania, Italy and Argentina. She was actively working in the field right up until her death in November 2017. Vee Harris is Visiting Fellow at Goldsmiths College, University of London, UK where she taught the Modern Languages Teacher Education course. Committed to bridging the gap between theory and practice, she has written school textbooks as well as academic books drawing on classroom-based research projects that she has undertaken in collaboration with practising teachers. Her most recent book is Language Learner Strategies (Bloomsbury, 2017), written with her co-author, Professor Michael Grenfell.

Reviews for Learning Strategy Instruction in the Language Classroom: Issues and Implementation

"This long-overdue edited collection explores a variety of topics regarding strategy instruction in relation to theory, research, and practice. Its implications for the learner and the teacher are enormous. I highly commend this book, which is undoubtedly a must-read for those interested in strategy instruction in the L2 classroom. * Osamu Takeuchi, Kansai University, Japan * Chamot and Harris should be applauded for the wonderful work presented in this fine collection. They are both champions of language learning strategy research and practice, and this book well represents their action and achievement. Through this work Chamot’s legacy will also be strongly remembered. Such work will continue to benefit language learners around the world in the years to come. * Lawrence Zhang, University of Auckland, New Zealand * This book brings together a range of different perspectives on language learner strategies. The authors consider important issues related to strategy instruction design, including questions of theory as well as practical concerns, the role of the teacher, self-regulation and autonomy and feedback, making it valuable to a range of readers. * Suzanne Graham, University of Reading, UK * This book is suitable for anybody who is interested in research on LLS and LLSI. The ""Questions"" proposed at the end of each chapter could all become topics for future research by both expert scholars and novice researchers. Supported by the work in this volume, we anticipate the start of a new era of LLSI with interdisciplinary support. -- Lixiang Gao, Northeast Normal University, China * System, 2020 * It goes without saying that the edited collection will be of enormous value to practitioners, materials writers, and researchers alike, providing them with comprehensive information on multifarious up-to-date issues in the domain of LLS and LLSI, the decisions involved in undertaking strategy instruction as well as the areas in this respect that are worthy of exploration. -- Olga Trendak, University of Łódź, Poland * SSLLT 8 (4) * The book not only invigorates explicit and integrated teaching of language learning strategies but also is a timely contribution to the knowledge base on theoretical issues and key implications that will benefit both language teacher educators and researchers. -- Saeed Karimi-Aghdam, Nord University, Norway * The Journal of Applied Linguistics and Applied Literature, Volume 8, Issue 2 *"