TEACHING AND RESEARCHING LANGUAGE LEARNING STRATEGIES

AFTER THIRTY YEARS, LANGUAGE LEARNING STRATEGY (LLS) RESEARCHERS HAVE ACCUMULATED A CRITICAL MASS OF KNOWLEDGE. THERE IS NOW A NEED FOR A SYSTEMATIC AND COHERENT EFFORT TO CHART THE FIELD AND MAP OUT THE ISSUES. THERE IS ALSO A NEED FOR CONCEPTUAL CROSS-FERTILIZATION AND A CONCERTED EFFORT IN THEORY-BUILDING, SO THAT MORE USEFUL RESEARCH AVENUES CAN BE EXPLORED FOR THE STUDENTS' BENEFIT. IN THIS HIGHLY ACCESSIBLE AND INFORMATIVE BOOK REBECCA OXFORD SHOWS WHY SELF-REGULATED LEARNING STRATEGIES ARE NECESSARY FOR LANGUAGE PROFICIENCY AND OFFERS PRACTICAL SUGGESTIONS FOR ASSESSING, TEACHING, AND RESEARCHING THESE STRATREGIES. THIS BOOK INTEGRATES SOCIOCULTURAL, COGNITIVE, AND AFFECTIVE DIMENSIONS PROVING THERE IS NOTHING AS PRACTICAL AS A GOOD THEORY. THIS BOOK RE-DRAWS THE LANDSCAPE OF LANGUAGE LEARNING STRATEGIES AND RENEWS THE FIELD WITH VIGOR AND EXCITEMENT.