Language Learning Strategies and Individual Learner Characteristics

Rebecca L. Oxford is Professor Emerita and Distinguished Scholar-Teacher at the University of Maryland, USA.Carmen M. Amerstorfer is Senior Scientist at Alpen-Adria-Universität Klagenfurt, Austria.

This collection represents the future for language learning strategy (LLS) research, building on solid theoretical foundations but looking ahead to new directions for the field. Drawing on a diverse set of studies and contexts, the chapters elaborate on our understanding of the critical role strategies play in language learning processes and how LLSs interconnect with many personal and contextual factors. While offering valuable theoretical, methodological, and empirical insights, it also impressively manages to keep the discussions connected to practice. This collection will be pivotal in defining future directions for the field and helping us to better appreciate the ways in which LLSs contribute to and connect with language learning processes.

• PrefaceIntroduction: The State of the Art in Language Learning Strategies and Individual Learner Characteristics, Rebecca L. Oxford (University of Maryland, USA) and Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria)Part I: Theoretical Foundations of Individuals’ Situated, Self-Regulated Language Learning StrategiesIntroduction to Part I1. Understanding Language Learning Strategies in Context: An Innovative, Complexity-based Approach, Rebecca L. Oxford (University of Maryland, USA), Roberta Z. Lavine (University of Maryland, USA), and Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria)2. Moving from Theory to Practice: A Closer Look at Language Learner Strategies, Andrew D. Cohen (University of Minnesota, USA)3. How Individual Differences Relate to Successful Strategy Use: A Holistic View of Self-regulated Language Learners round the World, Carol Griffiths (Fatih University, Turkey)Part II: Research Methodologies for Exploring Learning Strategies and Individual DifferencesIntroduction to Part II4. Listening to Highly Anxious EFL Learners through the Use of Narrative: Metacognitive and Affective Strategies for Learner Self-regulation, Christina Gkonou (University of Essex, UK)5. Modelling a Prototypical Use of Language Learning Strategies: Decision Tree-based Methods in Multiple Context, Atsushi Mizumoto and Osamu Takeuchi (Kansai University, Japan)6. Mixing Methods: Investigating Self-regulated Strategies in a Cooperative EFL Learning Environment, Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria)Part III: Studies of Learning Strategies Emphasizing Diverse Contexts and Individual Difference FactorsIntroduction to Part III7. Making Language Learning Strategies Research Useful: Insights from China for the World, Peter Yongqi Gu (Victoria University, New Zealand)8. Language Learning Strategies of Greek EFL Primary and Secondary School Learners: How Individual Characteristics Affect Strategy Use, Angeliki Psaltou-Joycey (Aristotle University of Thessaloniki, Greece) and Zoe Gavriilidou (Democritus University of Thrace, Greece) 9.The Use of Pronunciation Learning Strategies in Form-focused and Meaning-focused Activities: The Impact of Contextual and Individual Difference Variables, Miroslaw Pawlak (Adam Mickiewicz University, Poland)Part IV: Preparing Teachers and Presenting Strategy Instruction to Learners Introduction to Part IV10. Preparing Teachers for Language Learning Strategies Instruction in Diverse Classrooms: A Program for New Teachers, Anna Uhl Chamot (George Washington University, USA)11. Investigating English Majors’ Affective Strategy Use, Test Anxiety, and Strategy Instruction: Contextual Influences, Jakub Bielak and Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Poland)12. Young Language Learners in Classroom Contexts: The Development of Strategy Assessment Methods and Tools, Pamela Gunning (Concordia University, Canada) and Carolyn E. Turner (McGill University, Canada)Conclusion: Lessons Learned and the Future of Situated Learning Strategies, Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria) and Rebecca L. Oxford (University of Maryland, USA)Index