Strategies for Language Learning and for Language Use: Revising the Theoretical Framework

By E. Macaro. 2006

518 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/481cbb2cd56486d80e0ab395149067776b654068

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading (2010, background): “combinations of context-specific and task-specific strategies that promote learning is more important (Chamot, 2005; Cohen 1998; Macaro, 2006).”
Strategic Processing in Grammar Learning: Do Multilinguals Use More Strategies? (2007, background): “…know allows greater attention to be paid to important aspects of the input, multilinguals may be able to switch between strategies mid-task, combine strategies and adapt strategies to fit a task or context more effectively and appropriately than learners with less experience (see Macaro, 2006).”
First Language Use in Second and Foreign Language Learning (2009, unknown): “Instead of asking how teacher codeswitching directly affects vocabulary acquisition, we ask: What are the strategic reactions of learners to teacher codeswitching, particularly with regard to mediumoriented lexical items? Space does not allow discussion of learner strategy theory (for recent reviews”
Exploring translanguaging in CLIL (2019, background): “However, we would caution against such a proposition as lists can easily result in over-generalisation and a lack of context-sensitivity (see also Macaro 2006; Chimbutane 2014; Lin 2015).”
Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, methodology): “This evidence of strategy transferability was a feature discussed earlier (Macaro, 2006).”
Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning (2018, background): “The lack of a “tight definition” (Dörnyei, 2005, p. 188) has generated criticism of the concept, both from field outsiders (e.g. Bialystok, 1983; Ellis, 1994) and field insiders (e.g. Macaro, 2006).”
Students' use of writing strategies and their English writing achievements in Taiwan (2012, background): “As indicated in the literature review section, a number of researchers (e.g., Cohen & Macaro, 2007; Flower & Hayes, 1981; Macaro, 2006) have noted that writers who are aware of the strategies they use can make a distinction between strategies that are appropriate and inappropriate for specific…”
Effects of listening strategy instruction on news videotext comprehension (2009, background): “For example, strategies could be expressed in terms of a goal, situation and mental action (Macaro, 2006) for a listening task and text, and this more precise, functional description of strategies appropriate to a given task, text and learner proficiency could facilitate and enhance listening…”
Metalinguistic Knowledge and Language Ability in University-Level L2 Learners (2008, methodology): “THEN productions posited in general skill acquisition theory (Anderson 1996, 2005) and applied in conceptualizations of learning strategy use (e.g. O’Malley and Chamot 1990; Macaro 2006).”
Raising the Achievement of Young-beginner Readers of French through Strategy Instruction (2008, methodology): “The list of reading strategies was, nevertheless, compared to reading strategy lists found in Chamot and Keatley ( 2003, cited in Chamot 2005), Oxford (1990), O’Malley and Chamot (1990), Graham (1997), and Macaro (2001), and demonstrated an acceptable range and completeness although by no means all ”