Teaching & Researching: Language Learning Strategies

Rebecca L. Oxford

• Verlag: Routledge
• Jahr: 2013
• ISBN:
  9781317877998
• Auflage: 1
• Thema: Lingue e linguistica
• Thema: Linguistica

Over the past thirty years, the field of language learning strategies has generated a massive amount of interest and research in applied linguistics. Teaching and Researching Language Learning Strategies redraws the landscape of language learning strategies at just the right time. In this book Rebecca Oxford charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. Offering practical, innovative suggestions for assessing, teaching, and researching language learning strategies, she provides examples of strategies and tactics from all levels, from beginners to distinguished-level learners, as well as a new taxonomy of strategies for language learning.

In demonstrating why self-regulated learning strategies are necessary for language proficiency, Oxford integrates socio-cultural, cognitive, and affective dimensions, and argues convincingly for the need for conceptual cross-fertilization. Providing clear and concise explanations of the advantages and limitations of the different approaches, this book is full of practical value and theoretical insights.

The book is designed to guide the reader with the use of a range of features, including:

• key quotes and concept boxes
• preview questions and chapter overviews
• glossary and end-of-chapter further readings
• sources and resources section

Section

I The Strategic Self-Regulation (S²R) Model of Language Learning

Chapter 1

Introducing the Strategic Self-Regulation (S²R) Model of language learning

You can’t 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 “metastrategies” 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 “learner-self-management” (Rubin, 2001), “learner self-direction” (Dickinson, 1987), “self-regulated or autonomous L2 learning” (Oxford, 1999a), and “mediated learning” (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 “learning how to learn” 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 learners’ 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 S^2R Model
	1.3.1	Definitions, terminology and concepts in the S^2R Model
	1.3.2	Key features of strategies in the S^2R Model
	1.3.3	The learner in the S^2R Model
	1.3.4	Strategies and metastrategies in the S^2R Model
	1.3.5	Metaknowledge underlying metastrategies in the S^2R Model
	1.3.6	Flexible use of strategies in the S^2R Model
	1.3.7	Task-phases in the S^2R Model
	1.3.8	Mediated learning in the S^2R Model
	1.3.9	Deep processing strategies in the S^2R Model
	1.3.10	Inclusion of tactics in the S^2R Model
	1.3.11	Double utility of strategies in the S^2R Model
	1.3.12	Relationship of styles and strategies in the S^2R Model
1.4	Nine ways the S^2R 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)

• 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.

• Why This Book Is Needed Now

At this time, we urgently need this book’s 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 learner’s active involvement and the way strategies influence learning ability, proficiency, and the learner’s 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 teacher’s 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...