Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-8448b6f56d-42gr6 Total loading time: 0 Render date: 2024-04-25T00:53:56.826Z Has data issue: false hasContentIssue false

14 - Language Learning Strategies and Good Language Teachers

from Part II - Classroom Perspectives

Published online by Cambridge University Press:  22 April 2020

By
Angeliki Psaltou-Joycey
Edited by
Carol Griffiths  and
Zia Tajeddin
Carol Griffiths
Affiliation:
University of Leeds
Zia Tajeddin
Affiliation:
Tarbiat Modares University, Iran
Get access

Summary

In Chapter 14, the author discusses the need to study teachers’ awareness of language learning strategies and their perceptions and beliefs about instructional practices that foster language learning strategies. To this end, the results of some recent research on how teachers promote language learning strategies are presented.

Keywords

strategiesstrategy instructionmemorycognitivecompensationmetacognitiveaffectivesocial
Type
Chapter
Information
Lessons from Good Language Teachers , pp. 175 - 186
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, N. (2008). Metacognition and good language learners. In Griffiths, C. (Ed.), Lessons from good language learners (pp. 99–109). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Babai Shishavan, H., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130–143.Google Scholar
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31.CrossRefGoogle Scholar
Chamot, A. U. (2008). Strategy instruction and good language learners. In Griffiths, C. (Ed.), Lessons from good language learners (pp. 266–281). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Chamot, A. U. (2009). The CALLA handbook: Implementing the cognitive academic language learning approach (2nd ed.). White Plains, NY: Pearson Education/Longman.Google Scholar
Chamot, A. U., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). Learning strategies handbook. White Plains, NY: Addison Wesley Longman.Google Scholar
Chamot, A., & Harris, V. (Eds.). (forthcoming). Learning strategy instruction in the language classroom: issues and implementation. Bristol, UK: Multilingual Matters.Google Scholar
Cohen, A. (1998). Strategies in learning and using a second language (1st ed.). London: Longman.Google Scholar
Cohen, A. (2011). Strategies in learning and using a second language (2nd ed.). London: LongmanGoogle Scholar
Dewaele, J.-M., & MacIntyre, P. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching 4(2), 237–274.CrossRefGoogle Scholar
Ehrman, M., & Dörnyei, Z. (1998). Interpersonal dynamics in second language education. London: Sage Publications.Google Scholar
Graham, S. (1997). Effective language learning: Positive strategies for advanced level language learning. Clevedon, UK: Multilingual Matters.Google Scholar
Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies in theory and practice. London: Routledge.Google Scholar
Griffiths, C. (2008). Strategies and good language learners. In Griffiths, C. (Ed.), Lessons from good language learners (pp. 35–48). Cambridge: Cambridge University Press.Google Scholar
Griffiths, C. (2013). The strategy factor in successful language learning. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Griffiths, C. (2018). The strategy factor in successful language learning: The Tornado Effect (2nd ed.). Bristol, UK: Multilingual Matters.Google Scholar
Griffiths, C., & Parr, J. M. (2001). Language learning strategies: Theory and perception. ELT Journal, 55(3), 247–254.Google Scholar
Harris, V. (2001). Helping learners learn: Exploring strategy instruction in language classrooms across Europe. Strasbourg: Council of Europe Publishing.Google Scholar
Larsen-Freeman, D. (2001). Individual cognitive/affective learner contributions and differential success in second language acquisition. In Breen, M. P. (Ed.), Learner contributions to language learning: New directions in research (pp. 12–24). Harlow, UK: Longman.Google Scholar
MacIntyre, P., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153–172.Google Scholar
Mercer, S., & Gkonou, C. (2020). Relationships and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 164–174). Cambridge: Cambridge University Press.Google Scholar
Mullock, B. (2003). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect, 18(3), 3–24.Google Scholar
Nguyen, L. T. C. & Gu, P. Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30.CrossRefGoogle Scholar
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133–158.CrossRefGoogle Scholar
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.Google Scholar
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.Google Scholar
Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson Education.Google Scholar
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. London: Routledge.Google Scholar
Oxford, R. L., Cho, Y., Leung, S., & Kim, H. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics in Language Teaching, 42(1), 1–47.Google Scholar
Papadopoulou, I., Kantaridou, Z., Platsidou, M., & Agaliotis, I. (2017). Foreign language teachers’ strategy instruction practices in Greek lower secondary education. In Gavriilidou, Z., Petrogiannis, K., Platsidou, M., & Psaltou-Joycey, A. (Eds.), Language learning strategies: theoretical issues and applied perspectives (pp. 96–123). Kavala, Greece: Saita Publications.Google Scholar
Pawlak, M. (2020). Grammar and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 219–231). Cambridge: Cambridge University Press.Google Scholar
Platsidou, M., & Sipitanou, A. (2014). Exploring relationships with grade level, gender and language proficiency in the foreign language learning strategy use of children and early adolescents. International Journal of Research Studies in Language Learning, 4(1), 83–96.Google Scholar
Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038.Google Scholar
Psaltou-Joycey, A. (2010). Language learning strategies in the foreign language classroom. Thessaloniki: University Studio Press.Google Scholar
Psaltou-Joycey, A. (2014). Language learning SI: The English language coursebooks in the Greek state schools. Journal of Applied Linguistics, 29(1), 6–23.Google Scholar
Psaltou-Joycey, A. (Ed.). (2015). Foreign language learning SI: A teacher’s guide. Kavala, Greece: Saita Publications. Retrieved from: www.saitabooks.eu/2015/ebook.162.html.Google Scholar
Psaltou-Joycey, A. (forthcoming). Designing materials and guidelines for language learning strategy instruction. In Chamot, A. U. & Harris, V. (Eds.), Learning strategies instruction in the language classroom: Issues and implementation. Bristol, UK: Multilingual Matters.Google Scholar
Psaltou-Joycey, A., Agathopoulou, E., Joycey, E., Sougari, A-M., Kazamia, V., Petrogiannis, K., & Gavriilidou, Ζ. (forthcoming). Promotion of language learning strategies by Greek EFL teachers through classroom instruction practices. The Language Learning Journal 46(5), 557–568.Google Scholar
Psaltou-Joycey, A., & Gavriilidou, Z. (2018). Language learning strategies of Greek EFL primary and secondary school learners: How individual characteristics affect strategy use. In Oxford, R. L. & Amerstorfer, C. M. (Eds.), Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts (pp. 167–187). London: Bloomsbury.Google Scholar
Psaltou-Joycey, A., Sougari, A. M., Agathopoulou, E., & Alexiou, T. (2014). The role of age, gender and L1 strategies in the L2 strategies of primary school children in Greece. In Kotzoglou, G., Nikolou, K., Karantzola, E., Frantzi, K., Galantomos, I., Georgalidou, M., Kourti-Kazoullis, V., Papadopoulou, C., & Vlachou, E. (Eds.), Selected papers of the 11th international conference on Greek linguistics (pp. 1436–1448). Rhodes, Greece: University of the Aegean.Google Scholar
Richards, J. (1996). Teachers’ maxims in language learning. TESOL Quarterly, 30(2), 281–296.CrossRefGoogle Scholar
Rubin, J. (1975). What the “good language learner” can tell us. TESOL Quarterly, 9(1), 41–51.CrossRefGoogle Scholar
Rubin, J. (2010). Language teacher education: Challenges in promoting a learner-centered perspective. Revista Canaria de Estudios Ingleses, 61, 29–42.Google Scholar
Schulz, R. A. (2000). Foreign language teacher development: MLJ perspectives – 1916–1999. The Modern Language Journal, 84(4), 495–522.Google Scholar
Tamjid, N. H., & Babazadeh, N. (2012). Comparing intermediate EFL students’ and teachers’ perceptions of listening comprehension strategy use. World Applied Sciences Journal, 16(9), 1308–1313.Google Scholar
Wenden, A. L. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Eaglewood Cliffs, NJ: Prentice Hall.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×