Learning strategies in foreign and second language classrooms

By E. Macaro. 2001

450 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bca3ad48e3e396544c34b8e4cfb5e0b227143724

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Citations in the corpus

Metacognitive strategies awareness and success in learning English as a foreign language: an overview (2012, unknown): “Since the mid-1970s, learning strategies have been at the center of attention in L2 learning (Anderson, 1991, 2003; Cohen, 1990, 1998; Hosenfeld, 1979; Macaro, 2001; O’Malley and Chamot, 1990; Oxford, 1990, 1993, 2002; Rubin, 1975; Stern, 1975; Wenden, 1991, 2002).”
Strategy training in language learning - A systematic review of available research (2005, methodology): “This incorporates the essence of the definitions found in the research literature: for example, Chamot (1987), Cohen (1998) as reported in Macaro (2001), Oxford (1990), Weinstein and Mayer (1986), and Wenden and Rubin (1987).”
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, methodology): “In this new approach metacognitive reading strategy awareness is defined as any choice, behavior, thought, suggestion and technique used by a reader to help their learning process (Cook, 2001; Macaro, 2001; Oxford, 1990).”
A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition (2006, background): “The past twenty years have witnessed a large body of second language research targeting language learning strategies (e.g. Anderson 2003; Chamot et al. 1999; Cohen 1998, 2002; Ehrman et al. 2003; Grenfell and Harris 1999; Lan and Oxford 2003; Macaro 2001; MacIntyre 1994; McDonough 1995, 1999; Nunan ”
LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “A study of writing strategies instruction was recently conducted in England with six classes of secondary students of French (Macaro, 2001).”
Learner strategies and self-efficacy: Making the connection (2007, background): “This led into a presentation by the researchers on how strategy use can help students achieve this control, with example of the listening and writing strategies used by good language learners (drawn from Graham, 1997, and Macaro, 2001).”
Giving up on Modern Foreign Languages? Students' Perceptions of Learning French (2004, background): “Various publications (e.g., Cohen, 1998; Macaro, 2001; Oxford, 1990) have outlined practical ways of implementing such instruction.”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “Just as Cohen (1998) and Macaro (2001) put it, only when teachers know what strategies Reading in a Foreign Language 21(1) students are using and how they are using them in different contexts can they better understand the sources of students’ problems with reading strategies and be able to decide…”
Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students (2009, background): “177), the general consensus in the field is that learning strategies instruction warrants time and effort both in and out of the classroom (see, among others, Oxford, 1990; Cohen, 1998; Chamot et al., 1999; Macaro, 2001; Ikeda, 2007).”
The learning styles and strategies of effective language learners (2011, background): “One of the hypotheses being tested by learning strategy researchers is that awareness and deployment of strategies will lead to more effective language acquisition (Macaro, 2001).”