目次

 Table of ContentsForeword Part I: The Strategic Self-Regulation (S2R) Model of language learning Chapter 1   Introducing the Strategic Self-Regulation (S2R) Model of language learning  1.1Overview  1.2 The S2R Model  1.3 Conclusion  Further Reading Chapter 2   Dimension 1 (cognitive): Strategies for remembering and processing language  2.1 Linked metaphors for metacognitive strategies and cognitive strategies  2.2 Metacognitive knowledge, metacognitive strategies and metacognition2.3 Cognitive strategies2.4 Relevant theories and concepts2.5 ConclusionFurther Reading Chapter 3   Dimension 2 (affective): Strategies for emotions, beliefs, attitudes and motivation  3.1 Linked metaphors for meta-affective and affective strategies  3.2 Meta-affective knowledge, meta-affective strategies, and meta-affect  3.3 Affective strategies  3.4 Relevant theories and concepts  3.5 Conclusion  Further Reading Chapter 4   Dimension 3 (sociocultural-interactive): Strategies for contexts, communication and culture  4.1 Linked metaphors of meta-SI strategies and SI strategies  4.2 Meta-SI knowledge, meta-SI strategies and the ‘meta’ level sociocultural-interaction  4.3 SI strategies  4.4 Relevant theories and concepts  4.5 Conclusion  Further Reading Part II: Authentic Uses of Strategy Assessment and Strategy Assistance Chapter 5   Strategy assessment in the S2R Model  5.1 Purposes of strategy assesssment  5.2 Key issues at the outset  5.3 Strategy observations  5.4 Actual-task verbal reports  5.5 Colour-coding of actual-task strategies  5.6 Learner portfolios that include task-related strategy assessment   5.7 Individual interviews for strategy assessment5.8 Group interviews and discussions for strategy assessment5.9 Discourse analysis for strategy assessment 5.10 Strategy questionnaires5.11 Narratives for strategy assessment5.12 Quality of strategy assessment tools5.13 ConclusionFurther Reading Chapter 6   Strategy instruction and other types of strategy assistance in the S2R Model  6.1 Key terms  6.2 Culture as a factor in excellent strategy assistance  6.3 Strategy instruction in separate learning-to-learn courses or programmes  6.4 Direct strategy instruction integrated into regular L2 courses6.5 Integrating strategy instruction into L2 textbooks and course materials6.6 The learning consultation service model6.7 Strategy instruction through learner guidebooks6.8 Strategy instruction in distance learning6.9 ConclusionFurther Reading Part III: Researching Learning Strategies Chapter 7   A guide to conducting research on self-regulated L2 learning strategies  7.1 Worldviews underlying various research methods  7.2 Overview of methods for research   7.3 Quantitative research methods, models and validity  7.4 Qualitative research methods, models and validity  7.5 Mixed methods  7.6 Action research  7.7 General cautions in thinking about validity  7.8 Reminders about research quality and utility regardless of method  7.9 Ethics in L2 learning strategy research  7.10 Conclusion  Further Reading Chapter 8   What we know from L2 learning strategy research  8.1 L2 reading strategies  8.2 L2 writing strategies  8.3 L2 listening strategies  8.4 L2 speaking strategies  8.5 L2 vocabulary learning strategies  8.6 L2 grammar learning strategies  8.7 Comparisons across L2 areas  8.8 Findings across more general strategy studies  8.9 Conclusion  Further Reading Part IV: Exploring Further Chapter 9   Strategic ‘intellectual geography’ and resources for further exploration  9.1 Part 1 of the geography lesson: review of landmarks of the S2R Model  9.2 Part 2 of the geography lesson: the terrain of self-regulated L2 learning strategies  9.3 Resources  9.4 Strengthening relationships while expanding strategy research and instruction  9.5 Conclusion  Further Reading