Lessons from Good Language LearnersCarol Griffiths Cambridge University Press, 3 abr 2008 - 324 páginas Inspired by a ground-breaking article by Joan Rubin in 1975 in which she set out to identify the strategies used by successful language learners, this edited collection re-examines the same topic in the light of current thinking and research, considers the implications for language teaching and learning, and looks at some of the questions which are still unresolved. Contents: Editor's Overview (Carol Griffiths) Prologue (Andrew D. Cohen) Reflections (Joan Rubin) SECTION 1 LEARNER VARIABLES Chapter 1 Motivation (Ema Ushioda) Chapter 2 Age (Carol Griffiths) Chapter 3 Style (Carisma Dreyer) Chapter 4 Personality (Madeline Ehrman) Chapter 5 Gender (Martha Nyikos) Chapter 6 Strategies (Carol Griffiths) Chapter 7 Metacognition (Neil Anderson) Chapter 8 Autonomy (Sara Cotterall) Chapter 9 Beliefs (Cynthia White) Chapter 10 Culture (Claudia Finkbeiner) Chapter 11 Aptitude (Leila Ranta) SECTION 2 LEARNING VARIABLES Chapter 12 Vocabulary (Jo Moir & Paul Nation) Chapter 13 Grammar (Margaret Bade) Chapter 14 Functions (Zia Tajeddin) Chapter 15 Pronunciation (Adam Brown) Chapter 16 Listening (Goodith White) Chapter 17 Speaking (Yasushi Kawai) Chapter 18 Reading (Karen Schramm) Chapter 19 Writing (Louise Gordon) Chapter 20 Teaching/learning method (Carol Griffiths) Chapter 21 Strategy instruction (Anna Chamot) Chapter 22 Error correction (Mike Roberts & Carol Griffiths) Chapter 23 Task and good language learners (Joan Rubin & Pat McCoy) The learner's landscape and journey: A summary (Rebecca Oxford and Kyoung Rang Lee). |
Índice
Sección 1 | 7 |
Sección 2 | 10 |
Sección 3 | 19 |
Sección 4 | 35 |
Sección 5 | 49 |
Sección 6 | 61 |
Sección 7 | 73 |
Sección 8 | 83 |
Sección 14 | 159 |
Sección 15 | 174 |
Sección 16 | 185 |
Sección 17 | 197 |
Sección 18 | 208 |
Sección 19 | 218 |
Sección 20 | 231 |
Sección 21 | 244 |
Sección 9 | 99 |
Sección 10 | 110 |
Sección 11 | 121 |
Sección 12 | 131 |
Sección 13 | 142 |
Sección 22 | 255 |
Sección 23 | 266 |
Sección 24 | 282 |
Sección 25 | 294 |
Sección 26 | 306 |
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ability able according achieve action activities analysis Applied approach aptitude aspects autonomy awareness beliefs Cambridge Chapter classroom cognitive communication competence consider context correction course culture difficulties discussion Education effective English error example experience factors first focus foreign language Four functional gender goal grammar guage important indicate individual instance instruction interaction interest interview involved Journal knowledge Language Acquisition language learning language learning strategies Language Teaching learners learning strategies learning style less Linguistics listening meaning metacognitive methods motivation oral Oxford participants particular possible practice pragmatic preferences pronunciation questions reading reported responses role Rubin Second Language situation skills social speakers speaking successful suggest target language task teachers TESOL theory thinking tion types understanding University Press vocabulary volume writing York