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Anna Uhl Chamot, Vee Harris - Learning Strategy Instruction in the Language Classroom, Häftad

Häftad, Engelska, 2019

Learning Strategy Instruction in the Language Classroom

Issues and Implementation

Av Anna Uhl Chamot, Vee Harris

Del 132 i serien Second Language Acquisition

602 kr

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Beskrivning
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.
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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.

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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.

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