This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.
Carol Griffiths has many years' experience as teacher, manager and teacher trainer in the field of English Language Teaching. She completed a PhD researching language learning strategies at the University of Auckland, New Zealand, and learner issues continue to be her main research interest. Carol has most recently worked in Istanbul, Turkey, having previously worked in New Zealand, Indonesia, Japan, China, North Korea and the UK.
Introduction 1. A Conceptual Perspecticve 2. A Quantitative Perspective 3. A Qualitative Perspective 4. A Pedagogical Perspective 5. Overview Glossary Bibliography Appendix 1 Appendix 2 Appendix 3 Appendix 4 Index