Section
I The Strategic Self-Regulation (S2R) Model of Language Learning
Chapter 1
Introducing the Strategic Self-Regulation (S2R) Model of language learning
You canāt cross the sea merely by standing and staring at the water.
Rabindranath Tagore
Preview questions
1. What are the dimensions in the Strategic Self-Regulation (S2R) Model of language learning?
2. How do āmetastrategiesā and other strategies contribute differently to strategic self-regulation?
3. What are the six types of metaknowledge, and why are they important for learning languages?
4. Why are tactics necessary in self-regulated learning?
5. In what ways do models of self-regulated learning differ?
Self-regulation is one of the most exciting developments in second or foreign language (L2) learning. Models of learner self-regulation applied to L2 learning have been called by many names, such as ālearner-self-managementā (Rubin, 2001), ālearner self-directionā (Dickinson, 1987), āself-regulated or autonomous L2 learningā (Oxford, 1999a), and āmediated learningā (Scarcella and Oxford, 1992, based on Vygotsky, 1978). This book presents the Strategic Self-Regulation (S2R) Model of language learning. In this model, learners actively and constructively use strategies to manage their own learning.
Self-regulated L2 learning strategies are important throughout the world. The Common European Framework of Reference for Languages (Council of Europe, 2001) promotes ālearning how to learnā and the use of learning strategies (Little, 2006; Mariani, 2004). Key research handbooks (e.g., Alexander and Winne, 2006; Flippo and Caverly, 2008; Hinkel, 2005; see also Chapter 9) discuss the significance of strategies in learnersā self-regulation in many fields, including L2 learning. In the last few years publishers have offered several important, edited volumes (e.g., Cohen and Macaro, 2007; Griffiths, 2008) focused wholly or largely on L2 learning strategies. Every year journals around the globe publish articles on topics such as learning strategies, metacognitive strategies, and strategies for various L2 areas (reading, writing, speaking, listening, pragmatics, grammar, and vocabulary). Many teachers attend conference sessions on how to help their students become more strategic, self-regulated, and successful. As important contributors to self-regulated learning, L2 learning strategies deserve attention. Table 1.1 provides a preview of this chapter.
1.1 Overview of this book
Figure 1.1 presents an overview of this book. Section I, consisting of the first four chapters, is devoted to the S2R Model of language learning and the factors and theories underlying the model. Chapter 1 introduces the model in terms of factors and integrated theories. Chapter 2 presents strategies and theories in the cognitive dimension for remembering and processing language. Chapters 3 and 4 offer strategies and theories in relation to two dimensions that have received inadequate attention from many strategy researchers: the affective dimension for emotion, beliefs, attitudes, and motivation and the sociocultural-interactive dimension for contexts, communication, and culture. Section II includes important practical applications within the S2R Model: strategy assessment (Chapter 5) and strategy assistance (Chapter 6). The two chapters in Section III deal with strategy research. Chapter 7 explores an array of research approaches that readers can use for investigating strategies for self-regulated L2 learning. Chapter 8 synthesizes existing L2 strategy research findings by language area, e.g., reading or vocabulary learning. Section IV contains Chapter 9, which reviews the landmarks of the S2R Model, maps self-regulated L2 learning strategies in relation to various disciplines, and offers further resources for exploration.
Table 1.1 Overview of this chapter
1.1 | Overview of this book |
1.2 | Why this book is needed now |
1.3 | The S2R Model |
| 1.3.1 | Definitions, terminology and concepts in the S2R Model |
| 1.3.2 | Key features of strategies in the S2R Model |
| 1.3.3 | The learner in the S2R Model |
| 1.3.4 | Strategies and metastrategies in the S2R Model |
| 1.3.5 | Metaknowledge underlying metastrategies in the S2R Model |
| 1.3.6 | Flexible use of strategies in the S2R Model |
| 1.3.7 | Task-phases in the S2R Model |
| 1.3.8 | Mediated learning in the S2R Model |
| 1.3.9 | Deep processing strategies in the S2R Model |
| 1.3.10 | Inclusion of tactics in the S2R Model |
| 1.3.11 | Double utility of strategies in the S2R Model |
| 1.3.12 | Relationship of styles and strategies in the S2R Model |
1.4 | Nine ways the S2R Model is different |
1.5 | Conclusion |
| Further reading |
Figure 1.1 Preview of the chapters in this book
1.2 Why this book is needed now
In an advance review of this book, Gu (2010) summarized the state of the art in language learning strategies and explained why this book is needed now. See Concept 1.1.
Concept 1.1 State of the art in language learning strategies and why this book is needed now (Review comments by Dr. Yongqi Gu, 2010)
ā¢ State of the Art
After 30 years, language learning strategy (LLS) researchers have accumulated a critical mass of knowledge. It is now timely and critical to identify and reflect upon the various issues that have emerged across decades. We need systematic and coherent efforts to chart the field and map out the issues.
Unfortunately, the intensity of interest in language learning strategies in the 1980s and the 1990s and the high expectations from theorists, researchers, teachers and learners have left many people frustrated, especially because of the conceptual fuzziness and elusiveness of the LLS construct. Classroom teachers are rightly concerned that LLS researchers have not provided enough applications for classroom teaching and learning. As those most concerned about strategic learning, learners and teachers cannot and should not have to wait. We do not need the same old research questions asked time and again; we need new, innovative research paths that lead to help for learners and teachers.
ā¢ Why This Book Is Needed Now
At this time, we urgently need this bookās conceptual cross-fertilization and its concerted effort in theory-building so that more useful research avenues can be explored and more practical findings can be made available to the language classroom. This book opens the way to more research on the self-regulated learnerās active involvement and the way strategies influence learning ability, proficiency, and the learnerās identity as a self-initiating, reflective, responsible social agent.
This book is therefore definitely coming out at the right time. In fact, few would be more suitable than Rebecca Oxford, who has inspired so many in the field, to write a book on teaching and researching language learning strategies at this point in time. This book is the best attempt in recent years to face the existing challenges and issues. For researchers and teachers alike, the book provides a feast of theoretical perspectives, smoothly integrated and clearly addressed, as well as practical suggestions. It also discusses criticisms, queries, and misconceptions of language learning strategies.
To me, the book points to a renewed agenda for LLS as a worthwhile line of research. This agenda involves: (a) closer integration of LLS research into the mainstream of applied linguistics and educational psychology in terms of theorizing and empirical research; (b) closer integration of LLS into the teacherās metapedagogical awareness, reflection, and classroom instruction; and (c) closer examination of individual strategies and tactics for learning effectiveness. With this book, Rebecca Oxford has redesigned the LLS garden, redrawn the LLS landscape. I call for a re-injection of research energy and labour. Let a hundred strategy flowers bloom for the cultivation of a theoretically colourful and practically useful garden, nourished by diverse ideas.
Note: Dr. Gu is co-editor of The Asian Journal of English Language Teaching and a strategy research expert.
1.3 The S2R Model
This section highlights key aspects of the S2R Model. It begins with definition, terminology, and concepts, followed by key features of strategies in the model and a description of strategically self-regulated learners. It presents strategies, metastrategies...