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- Publisher: Multilingual Matters Limited
- Year: 2019
- Pages: 312
- ISBN-10: 1788923391
- ISBN-13: 9781788923392
- Format: 15.5 x 23.4 x 2.3 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
Learning Strategy Instruction in the Language Classroom (e-book) (used book) | bookbook.eu
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Description
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 and practitioners, embrace 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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- Publisher: Multilingual Matters Limited
- Year: 2019
- Pages: 312
- ISBN-10: 1788923391
- ISBN-13: 9781788923392
- Format: 15.5 x 23.4 x 2.3 cm, softcover
- Language: English English
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 and practitioners, embrace 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.
Reviews