Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar
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Beschreibung
Although research into language learning strategies (LLS) has flourished over the last several decades, some areas have remained blatantly neglected. This evaluation surely applies to grammar learning strategies (GLS), defined as actions and thoughts that learners draw upon to better understand grammar structures and to use them in different contexts. Research in this area is scant and it has for the most part focused on the identification of GLS employed by second language learners in various settings. The present book offers an overview of existing research into GLS against the backdrop of the broader field of LLS. It also reports a study that investigated the effects of strategies-based instruction targeting GLS on the use of these strategies and the explicit and implicit (automatized) knowledge of second language grammar, also taking into account the role of selected individual difference factors. Based on the results, pedagogical implications are provided and future research directions are considered.
Although research into language learning strategies (LLS) has flourished over the last several decades, some areas have remained blatantly neglected. This evaluation surely applies to grammar learning strategies (GLS), defined as actions and thoughts that learners draw upon to better understand grammar structures and to use them in different contexts. Research in this area is scant and it has for the most part focused on the identification of GLS employed by second language learners in various settings. The present book offers an overview of existing research into GLS against the backdrop of the broader field of LLS. It also reports a study that investigated the effects of strategies-based instruction targeting GLS on the use of these strategies and the explicit and implicit (automatized) knowledge of second language grammar, also taking into account the role of selected individual difference factors. Based on the results, pedagogical implications are provided and future research directions are considered.
Focuses on how strategy‑based instruction shapes grammar strategies and L2 mastery, mediated by motivation and grit Considers intervention effects on specific L2 grammar core structures, addressing both explicit, and implicit knowledge Provides a key reference for researchers designing pedagogical interventions in specific L2 areas, especially grammar
Autor*in
Mirosław Pawlak
Themen in »Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar«
Grammer Learning Strategies Strategies Based Instruction L2 Grammer Explicit and Implicit (automatized) knowladge Indivial Differences