Dane szczegółowe książki

Author's acknowledgements 11
Publisher's acknowledgements 13
1 Introduction 16
2 Second language learning and language use strategies: defining terms**1 19
2.1 Introduction 19
2.2 Defining 'second language learning and second language use strategies' 20
2.3 Terminological and conceptual issues in need of clarification 28
2.3.1 The distinction among strategies, substrategies, techniques, and tactics 28
2.3.2 Strategies for language learning as conscious or unconscious 29
2.3.3 Differing criteria for classifying language learning strategies 31
2.3.4 Broadening the concept of strategic competence 34
2.3.5 Linking learning strategies to learning styles and other personality-related variables 38
2.4 Dealing with the problematic issues in a strategies-based instructional program 41
2.4.2 Conscious use of strategies 44
2.4.3 Classifying the strategies 44
2.4.4 The broader concept of strategic competence 46
2.4.5 Linking strategies to learning styles and other personality-related variables 46
2.5 Conclusions 48
2.6 Discussion questions and activities 48
3 Methods for investigating language learning and language use strategies 54
3.1 A synthesis of approaches to assessing language learning strategies 57
3.1.1 Oral interviews and written questionnaires 59
3.1.2 Observation 65
3.1.3 Verbal report 72
3.1.4 Diaries and dialog journals 81
3.1.5 Recollective studies 89
3.1.6 Computer tracking 91
3.1.7 Concluding comments on instruments for assessing strategies 95
3.2 Verbal reports as a source of insights into second language learner strategies**2 100
3.2.1 Issues in verbal report methodology 100
3.2.2 Towards more robust verbal report methods and more complete write ups 111
3.3 Summary and conclusions 120
3.4 Discussion questions and activities 121
4 Strategy training for learners and the role of the teacher 125
4.1 Introduction 125
4.2 Making strategy training a reality in the foreign language curriculum 126
4.2.2 Insights from the literature regarding explicit strategy training 133
4.2.3 Options for providing strategy training 138
4.2.4 Conducting evaluative research on strategy training programs 156
4.2.5 Suggestions for developing SBI seminars for language teachers 158
4.2.6 A step-by-step approach to the design of strategy training for learners 165
4.2.7 Making strategy training a reality: concluding remarks 179
4.3 The role of teachers in strategies-based instruction**14 181
4.3.1 Teachers as diagnosticians 183
4.3.2 Teachers as learner trainers 184
4.3.3 Teachers as coaches 186
4.3.4 Teachers as coordinators 186
4.3.5 Teachers as language learners 186
4.3.6 Teachers as researchers 189
4.3.7 Concluding remarks about the roles for teachers in strategies-based instruction 189
4.4 General conclusions 190
4.5 Discussion questions and activities 190
5.1 Introduction 197
5.2 Review of the literature 198
5.2.1 Mixed reactions to the language strategies movement in the literature 198
5.2.2 More recent interventionist strategy research 202
5.2.3 The focus of Minnesota's SBI experiment 210
5.3 Research design 212
5.3.1 Sample 212
5.3.2 Instrumentation and data collection procedures 214
5.4 Findings 224
5.4.1 Research question 1: the effects of strategies-based instruction on speaking proficiency 224
5.4.3 Research question 3: students' reasons for strategy use 248
5.4 Discussion 262
5.4.1 Recapping the major findings 262
5.4.2 Limitations of the study 267
5.4.3 Suggestions for further research 274
5.4.4 Pedagogical implications 275
5.5 Conclusions 276
5.6 Discussion questions and activities 276
6 Strategies for choosing the language of thought 285
6.1 Introduction 285
6.2 The role of language of thought in language learning**1 287
6.2.1 What it means to think in a target language 288
6.2.2 Factors influencing the language of thought 294
6.2.3 The role of L_{T} thought formulation in improving language ability 301
6.3 Studies on mental translation into the first language during foreign language writing and reading tasks 307
6.3.1 The admonition to think directly through the target language while learning/using it 307
6.3.2 Studies of foreign language writing by means of translation 309
6.3.3 Mental translation into the first language during foreign language reading Andrew Cohen and Steve Hatvras' 312
6.3.4 Limitations with the mental translation studies 323
6.3.5 Suggestions for further research 323
6.3.6 Pedagogical implications 325
6.4 The language used by full immersion pupils to perform cognitive operations 327
6.4.1 An anecdote from a Culver City Spanish Immersion Program graduate 331
6.4.2 The language used to perform cognitive operations during full immersion math tasks**10 333
6.5 Conclusions 371
6.6 Discussion questions and activities 373
7 Strategy use in testing situations 379
7.1 Introduction 379
7.2 Strategies in test taking: definitions and examples from research**1 380
7.2.1 A process approach to test taking 382
7.2.2 What is meant by test-taking strategies? 384
7.2.3 Frequency of test-taking strategies and their 'compensatory' nature 386
7.2.4 Strategies for taking tests of reading and writing 390
7.2.5 Discussion of the process approach to test taking through looking at respondents' strategies 413
7.3 Strategies in producing oral speech acts**5 419
7.3.1 Review of the literature 419
7.3.2 The design of the study 425
7.3.3 Results 427
7.4 Discussion and conclusions 452
7.5 Discussion questions and activities 454
8 Discussion and conclusions 467
References 473