The learners side of foreign language learning: Where do styles, strategies, and tasks meet?
By Andrew Dight Cohen. 2003
219 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/3bbf6f6f8b862d9d4cf118e6279b99b03f8d7b0e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Aijiao Wu
- Lawrence Jun Zhang
- Peter Robinson
- A. U. Chamot
- Andrea Révész
- Judit Kormos
- Aek Phakiti
- R. Gilabert
In Language and Linguistics
- Aijiao Wu
- Lawrence Jun Zhang
- Peter Robinson
- A. U. Chamot
- Andrea Révész
- R. Gilabert
- Parveneh Tavakoli
- Pauline Foster
In Literature and Literary Theory
- Aijiao Wu
- Lawrence Jun Zhang
- Peter Robinson
- A. U. Chamot
- Andrea Révész
- Judit Kormos
- Aek Phakiti
- Shaofeng Li
Citations in the corpus
- LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “…ability to understand their own thinking and learning processes (Anderson, 2002, in press; Carrier, 2003; Chamot, 2004, 2005; Chamot et al., 1999; Cohen, 1998, 2003; Goh, 2002b; Graham & Harris, 2000; National Reading Panel, 2000; O’Malley & Chamot, 1990; Oxford & Leaver, 1996; Pressley, 2000;…”
- The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, unknown): “However, recent research comparing the effectiveness of cognitive and metacognitive reading strategy training reveals that explicit teaching of cognitive strategies yields small, short-term developments in reading performance, whereas training on metacognitive strategy results in more stable, long-t”
- Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “However, researchers such as Cohen (2003, 2007), Grabe (2004), Hadwin, Winne, Stockley, Nesbit, and Woszczyna (2001), Paris (2002), and Zhang (2003) pointed out that strategies themselves are not inherently good or bad, but they have the potential to be used effectively or ineffectively in…”
- APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “This includes individual differences in the use of learning styles and strategies (Cohen, 2003; Oxford, Cho, Leung, & Kim, 2004), and motivation (Dörnyei, 2002, in press), as well as aptitude (Robinson, 2001b, 2003b, in press a; Skehan, 1998).”