Teaching and Researching Language Learning Strategies

By S. Graham. 2012

624 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/dda18e85aa607db24f631c8c02abbdd1a6dd4d50

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension (2013, background): “Moreover, interaction promotes the use of strategies to overcome issues such as lack of vocabulary or anxiety (Oxford, 2011), which are other vital parts of successful FL learning.”
Teaching Speaking: A Holistic Approach (2012, background): “Given that “self-regulation is one of the most exciting developments in second or foreign language learning” (Oxford, 2011, p. 7), Goh and Burns’ holistic approach is important in terms of building an awareness on how to incorporate self-regulation into the teaching of speaking.”
The use of self-regulation strategies by foreign language learners and its role in language achievement (2016, methodology): “Oxford (2011) integrates the socio-cultural interactive dimension to refer to code-switching, avoidance tactics, or paraphrasing in managing issues related to socio-cultural contexts and identity.”
Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning (2018, background): “As the criticisms of language learning strategies increased, it appears that more concepts began to get pulled in: self-regulation, agency, autonomy, self-efficacy, mindsets, resilience, hope, and internal attributions, all aspects which Oxford (2017) considers “the soul of learning strategies” in h”
Learning Strategies in Second Language Acquisition (2016, background): “It divided learning strategies into direct and indirect categories [13-15].”
The Routledge handbook of English language teaching (2018, background): “Before we proceed, a word about sequencing in language teaching is also in order.”
Own-language use in language teaching and learning (2012, background): “…the classroom fulfils the role of both a learning strategy and a communication strategy (confirming, perhaps, that the distinction between language use, communication strategies and learning strategies is conceptually unclear; for further debate on this issue, see Oxford 2011; Cohen forthcoming).”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “This is an unexpected finding because goal setting and planning constitutes an important part of SRL (Zimmerman, 1990) and is an especially important component of self-regulated language learning (Oxford, 2011).”
Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning (2015, background): “Positive psychology offers readily teachable techniques for managing emotions (Seligman, 2011), and research on language learning strategies (Oxford, 1990, 2011b) highlights affective strategies for doing the same.”
English as a medium of instruction: students’ strategies (2018, background): “Oxford (2011) claims that strategies can help “make learning easier, faster, more enjoyable, and more effective” (p. 14).”
Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender (2017, background): “Recently, LLS have been defined as the learner’s consciously chosen tools for active, self-regulated improvement of language learning (Griffiths, 2008b; Oxford, 2011b).”
Investigating language learning strategies: Prospects, pitfalls and challenges (2019, background): “For this to happen, we need more consistent findings that would be disseminated among teachers in language they comprehend, tangible benefits of SBI would need to be shown, and pedagogical recommendations would need to be realistic and sensitive to the realities of specific educational contexts.”