Learning Strategy Instruction in the Language Classroom

Issues and Implementation

By: Anna Uhl Chamot (Editor), Vee Harris (Editor)

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Paperback | 10 May 2019

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328 Pages

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19 x 8 x 1.5

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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, embrace both 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.

Industry Reviews

This long-overdue edited collection explores a variety of topics regarding strategy instruction in relation to theory, research, and practice. Its implications for the learner and the teacher are enormous. I highly commend this book, which is undoubtedly a must-read for those interested in strategy instruction in the L2 classroom.

* Osamu Takeuchi, Kansai University, Japan *

Chamot and Harris should be applauded for the wonderful work presented in this fine collection. They are both champions of language learning strategy research and practice, and this book well represents their action and achievement. Through this work Chamot's legacy will also be strongly remembered. Such work will continue to benefit language learners around the world in the years to come.

* Lawrence Zhang, University of Auckland, New Zealand *

This book brings together a range of different perspectives on language learner strategies. The authors consider important issues related to strategy instruction design, including questions of theory as well as practical concerns, the role of the teacher, self-regulation and autonomy and feedback, making it valuable to a range of readers.

* Suzanne Graham, University of Reading, UK *

This book is suitable for anybody who is interested in research on LLS and LLSI. The "Questions" proposed at the end of each chapter could all become topics for future research by both expert scholars and novice researchers. Supported by the work in this volume, we anticipate the start of a new era of LLSI with interdisciplinary support.

-- Lixiang Gao, Northeast Normal University, China * System, 2020 *

It goes without saying that the edited collection will be of enormous value to practitioners, materials writers, and researchers alike, providing them with comprehensive information on multifarious up-to-date issues in the domain of LLS and LLSI, the decisions involved in undertaking strategy instruction as well as the areas in this respect that are worthy of exploration.

-- Olga Trendak, University of Lodz, Poland * SSLLT 8 (4) *

The book not only invigorates explicit and integrated teaching of language learning strategies but also is a timely contribution to the knowledge base on theoretical issues and key implications that will benefit both language teacher educators and researchers.

-- Saeed Karimi-Aghdam, Nord University, Norway * The Journal of Applied Linguistics and Applied Literature, Volume 8, Issue 2 *

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