Relevant bibliographies by topics / Language learning strategy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language learning strategy'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 June 2025

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Journal articles on the topic "Language learning strategy"

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Lin, Jia. "Language learning strategy and language learning achievement." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.

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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
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Hapsari, Astri. "Language Learning Strategies in English Language Learning: A Survey Study." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.

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Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study
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Serratrice, Ludovica. "Language mixing and learning strategy." International Journal of Bilingualism 9, no. 2 (2005): 159–77. http://dx.doi.org/10.1177/13670069050090020301.

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Webster, Simon. "Strategy instruction for successful language tandems." ELT Journal 73, no. 3 (2019): 286–95. http://dx.doi.org/10.1093/elt/ccz015.

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Abstract Educational institutions are placing increased value on language tandems owing to the language development opportunities they offer for learners of modern languages. Where these learners lack autonomous language learning strategies, however, the results can be disappointing, with limited linguistic development taking place. This paper reports on recent research into the language tandem experiences of international study abroad students during their period of study at a British university. When it became apparent that the students lacked skills in managing their language tandems to meet their learning needs, strategy instruction was introduced to facilitate more effective language learning strategy use. The findings suggest that such an intervention can significantly increase learners’ ability to create a language tandem which meets their learning needs.
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Ali, Akbar, Aleena Zaman, and Fatima Alam Khan. "Language Learning Strategy Use and English Language Proficiency." Global Social Sciences Review III, no. II (2018): 439–53. http://dx.doi.org/10.31703/gssr.2018(iii-ii).25.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels (low, medium and high proficiency). The data analysis revealed that there is a strong relationship between English language proficiency and the use of language learning strategies.
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Griffiths, Carol. "Patterns of language learning strategy use." System 31, no. 3 (2003): 367–83. http://dx.doi.org/10.1016/s0346-251x(03)00048-4.

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Tesar, Bruce. "An iterative strategy for language learning." Lingua 104, no. 1-2 (1998): 131–45. http://dx.doi.org/10.1016/s0024-3841(97)00027-2.

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Yu, Yuanfang. "Suitability of Language Learning Strategy Measurement." International Journal of Learning in Higher Education 22, no. 4 (2015): 65–77. http://dx.doi.org/10.18848/1447-9494/cgp/v22i04/48632.

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Bahraminezhad Jooneghani, Razieh, Nasim Ebrahimi Jozani, and Leong Lai Mei. "Language learning strategy: teachable or learnable?" International Journal of Academic Research 4, no. 6 (2012): 75–78. http://dx.doi.org/10.7813/2075-4124.2012/4-6/b.12.

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Iskandarsyah Siregar. "Papuan Tabla Language Preservation Strategy." LingLit Journal Scientific Journal for Linguistics and Literature 3, no. 1 (2022): 1–12. http://dx.doi.org/10.33258/linglit.v3i1.620.

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The Papuan Tabla language is as an endangered language. In that language, knowledge is recorded as local identity. This discussion aims to find ways to increase the vitality of the Papuan Tabla language and literature. The method used is literature and field studies through surveys, observations, interviews, documentation, and learning. As a result, in increasing the vitality of the Papuan Tabla language and literature, the language and literature must be researched, documented, and revitalized. Linguists have researched the Papuan Tabla language system. The recording of language in various spheres of life needs to be documented. Language and literature learning is designed in the form of community or family-based revitalization. The three activities received support from the Tabla Papuan community and stakeholders. With this support, Tabla Papua's language and literature can increase its life force, primarily when people use it in the family realm. In conclusion, preservation in the form of research, documentation and revitalization of the Papuan Tabla language and literature can increase the vitality of language and literature. The program can be one of the models in saving languages from extinction.
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Dissertations / Theses on the topic "Language learning strategy"

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Bradfield, Marjorie. "Successful female adult language learners, their strategy use in second language learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21903.pdf.

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Goodfellow, Robin. "A computer-based strategy for foreign-language vocabulary-learning." Thesis, Open University, 1994. http://oro.open.ac.uk/56456/.

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This work sets out to establish principles for the design and evaluation of a computer-based vocabulary-learning strategy for foreign language learners. The strategy is intended to assist non-beginner learners who are working on their own, to acquire new words in such a way that they will be available when needed in subsequent communicative situations. The nature of vocabulary-learning is examined from linguistic, psychological and educational perspectives, and a strategy for autonomous learning is derived which emphasizes the processes of: selection of new items from text, mental lexicon- building through the association of items on the basis of their lexical-structural features, and practising productive recall of items by activating the same associations as were used to build the mental network. This strategy is considered from the point of view of the support it would need from a computer-based interaction, and the field of Computer-Assisted Language Learning (CALL) for vocabulary is reviewed for examples of system design which meet the strategic and interactional requirements. Specifications are produced, based on general principles for the design of computer-assisted learning, and on current technological capability to integrate large text-databases and on-line lexical tools such as dictionaries etc., within an interface which facilitates learner control and exploration. Questions of evaluation are considered, in the light of the computer's ability to record interaction data, and a psycholinguistic model of word production is proposed as a basis for assessing the learner's performance in terms of processes as well as quantitative 'end product'. A general model of deep and surface approaches to learning is then adduced to provide a way of interpreting learner subjective data, and an independent means of evaluating the quality of the learning outcome. A system implementing the strategy is tested with learners of Spanish and English, and the quantitative and qualitative data on learning process and outcome is analyzed in depth. The system is shown to support the learning objectives for learners who adopt a deep approach, or whose approach complements the assumptions of the design in some way, and the general design principles are therefore considered as validated. Some aspects of the strategy related to lexicon-building, however, are shown to be inadequately supported, as is the capability of the system to help learners remediate surface approaches. The main conclusion of the study is that, whilst learner exploration of powerful lexical information resources is essential for autonomous vocabulary-learning, on-line tutorial help of the kind that will encourage deep rather than surface approaches, is needed to optimise the quality of the learning outcome.
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Paredes, Elsie E. "Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/225.

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The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford’s (1990a) taxonomy for LLS as its theoretical framework. Semi-structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12 Colombian adult ELL. A communicative activity known as strip story (Gibson, 1975) was used to elicit participants’ use of LLS. This activity preceded the focus group session. Additionally, participants’ reflective journals were collected and analyzed. Data were analyzed using inductive, deductive, and comparative analyses. Four themes emerged from the inductive analysis of the data: (a) learning conditions, (b) problem-solving resources, (c) information processing, and (d) target language practice. Oxford’s classification of LLS was used as a guide in deductively analyzing data concerning the participants’ experiences. The deductive analysis revealed that participants do not use certain strategies included in Oxford’s taxonomy at the third level. For example, semantic mapping, or physical response or sensation was not reported by participants. The findings from the inductive and deductive analyses were then compared to look for patterns and answers to the research questions. The comparative analysis revealed that participants used additional LLS that are not included in Oxford’s taxonomy. Some examples of these strategies are: using sound transcription in native language and help from children. The study was conducted at the MDC InterAmerican campus in South Florida, one of the largest Hispanic-influenced communities in the U. S. Based on the findings from this study, the researcher proposed a framework to study LLS that includes both external (i.e., learning context, community) and internal (i.e., culture, prior education) factors that influence the selection and use of LLS. The findings from this study imply that given the importance of the both external and internal factors in learners’ use of LLS, these factors should be considered for inclusion in any study of language learner strategies use by adult learners. Implications for teaching and learning as well as recommendations for further research are provided.
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Dobrovolskytė, Sandra. "The European language portfolio and strategy instruction." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_174237-99694.

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The European Language Portfolio (ELP) is a new tool in the foreign language learning process. It is a document in which those who are learning or have learned a language can record the progress and outcomes in their language learning experiences. Learning strategies cannot be separated from use of the ELP as they are special thoughts or behaviours that individuals use to help them comprehend and learn new information. The present research paper attempts at analysing the European Language Portfolio use in terms of the application of learning strategies and we do that by presenting the ELP as an instrument to make lifelong language learning easier and more meaningful, also by discussing the learning strategies and by classifying them into categories as compared to communication strategies. The purpose of the present study was to identify which language strategies are employed in speaking and reading activities while using the ELP. The major method chosen for the study was content analysis. The research paper mainly focuses on the ELP as such, on particular language learning strategies and on the selectively chosen strategies used while applying the European Language Portfolio. The European Language Portfolio can be defined in several ways. It is a companion to learning, giving learners the means to assess their own language knowledge, to reflect on their language learning and intercultural experiences and to plan their future learning experiences. It also aims at... [to full text]<br>„ Europos kalbų aplankas“- tai kalbinių kompetencijų vertinimo ir įsivertinimo priemonė, kurios tikslas - padėti besimokančiajam įsivertinti kalbos mokėjimą ir prilyginti jį Europoje pripažintiems lygiams. „Europos kalbų aplankas“ atitinka Europos Tarybos kalbų politiką ir prisededa prie daugiakalbystės plėtros. Europos Tarybos kalbų politikos nuostatos, kuriomis grindžiamas „Kalbų aplanko“ rengimas ir diegimas, yra šios: • geresnis Europos piliečių savitarpio supratimas; • pagarba kultūrų ir gyvenimo būdo įvairovei; • asmens daugiakalbystės ugdymas visą gyvenimą; • gebėjimo savarankiškai mokytis kalbos ugdymas. Pagrindinis aplanko tikslas - skatinti mokytis kalbų parodant besimokančiajam daugiau galimybių pačiam plėtoti kalbinius gebėjimus įvairiais lygiais. Šiame magistro darbe siekėme ištyrinėti kokios mokymosi strategijos yra naudojamos „Europos kalbų aplanke“ ugdant kalbėjimo ir skaitymo gebėjimus. Pagrindinis metodas, naudojamas šiame darbe, yra turinio analizavimas. Darbas susideda iš keturių dalių bei jų poskyrių. Pirmoje darbo dalyje aptariami mokytojo ir besimokančiojo vaidmenys, taip pat mokytojo vaidmenys mokant kalbos strategijų. Antroje dalyje pristatomos „Europos kalbų aplanko“ funkcijos ir jo sudedamosios dalys. Trečioje dalyje aptariamos kalbos mokymosi strategijos, jų pagrindiniai apibrėžimai ir bruožai, bei strategijų klasifikacija. Ketvirtoje – praktinėje darbo dalyje analizuojamos „Europos kalbų aplanko“ skaitymo ir kalbėjimo užduotys. Analizės tikslas-... [toliau žr. visą tekstą]
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Wollstein, Iara Jane. "Frequency of strategy use and achievement in foreign language learning." reponame:Repositório Institucional da UFSC, 1995. https://repositorio.ufsc.br/xmlui/handle/123456789/157968.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T20:05:08Z (GMT). No. of bitstreams: 1 103823.pdf: 3796389 bytes, checksum: d9534d2cb777083ce044578705e10ea9 (MD5) Previous issue date: 1995<br>O papel desempenhado pelas estratégias na aprendizagem de língua estrangeira tem sido alvo de bastante pesquisas nos últimos vinte anos, mas com resultados conflitantes. O objetivo da presente pesquisa foi verificar se existe relação entre a freqüência de uso de estratégias e o desempenho de aprendizes de uma língua estrangeira. Dois instrumentos foram utilizados na coleta de dados: um questionário e uma entrevista, ambos aplicados a vinte e quatro alunas do terceiro semestre do curso de Secretariado Executivo Bilíngue da Universiade Regional de Blumenau. Apesar de não ter sido encontrada correlação entre as variáveis freqüência de uso de estratégias de aprendizagem e aproveitamento, a análise qualitativa indica que ; (1) todos os sujeitos usam estratégias de aprendizagem; (2) pode-se inferir que o número e a freqüência de estratégias usadas tiveram alguma relação com o desempenho desses sujeitos em língua inglesa; (3) estratégias metacognitivas não são usadas exclusivamente pelos alunos bem sucedidos; (4) a sofisticação das estratégias usadas pode ter sido uma determinante mais importante do bom aproveitamento do que a variedade e freqüência de uso de estratégias de aprendizagem.
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Klapwijk, Nanda Maria. "A blended-learning approach to strategy training for improving second-language reading comprehension in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2618.

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Thesis (MPhil (Modern Foreign Languages))--Stellenbosch University, 2008.<br>It is widely recognized that learning to read is one of the most crucial learning processes in which children are involved at primary school. However, becoming a proficient reader is not equally easy for all learners. When it comes to the development of reading comprehension many children appear to have persistent problems. In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching strategies to improve reading comprehension. The ability to read academic texts is considered one of the most crucial skills that students of English as a Second Language need to acquire. Reading comprehension has become the “essence of reading” (Dreyer & Nel, 2003:349). Literacy, and more specifically reading, is one of many areas where research has provided evidence of the potential impact of technology such as multimedia and hypermedia. If one looks broadly at the issue of technology and literacy, one of the more rewarding issues for educators is the role of technology in literacy acquisition and instruction, especially for primary grade learners (Pearson et al, 2005:3). This study aims to support the growing trend of an increasingly “paired” literacy, namely that of general literacy and computer (or technological) literacy. The study proposes that through implementing an overall blended-learning methodology for teaching learners how to use reading strategies, it will be possible to improve learners’ general reading comprehension levels.
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Pretorius, Rentia. "The language learning strategy use of isiXhosa-speaking adolescents in the second language acquisition of English." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4132.

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Thesis (MA (General Linguistics))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Research to date on language learning strategy (LLS) use and its influence on second language (L2) acquisition and proficiency has produced variable results. While many researchers feel that LLSs have an important role to play in L2 learning and teaching, a clear definition and classification of LLSs, as well as clear guidelines for LLS application and training, have yet to be established. LLS use and preference seem to be influenced by various factors such as culture, age, level of L2 proficiency and level of education. Therefore, results of specific studies are not necessarily applicable to different groups of L2 learners. This thesis reports on an investigation into the LLS use of first language (L1) isiXhosa adolescents in the acquisition of English. Using the Strategy Inventory for Language Learning (SILL), the study examines the relationship between LLS use as well as LLS preference and L2 proficiency, with an assessment of the gender differences in LLS use. The study found no significant relationship between LLS use or LLS preference and English proficiency. Also, no significant difference was found between the reported preferred LLSs of female and male participants, although male participants reported significantly more high-frequency LLS use, whereas female participants reported significantly more low-frequency LLS use. Conclusions drawn from the results of the study are discussed, followed by suggestions for future research and a brief discussion of the implications of these results for L2 teaching and learning, specifically in a South African context.<br>AFRIKAANSE OPSOMMING: Navorsing oor die gebruik van taalleerstrategieë (TLSe) en die invloed daarvan op tweedetaal(T2-)verwerwing het tot dusver uiteenlopende resultate opgelewer. Terwyl baie navorsers van mening is dat TLSe 'n belangrike rol het om te speel in die leer en onderrig van 'n T2, moet 'n duidelike definisie en klassifikasie van TLSe, asook duidelike riglyne vir TLS-aanwending en -opleiding, nog daargestel word. Die gebruik en voorkeur van TLSe word klaarblyklik deur verskeie faktore beïnvloed, insluitend kultuur, ouderdom, vlak van T2-vaardigheid en vlak van opvoeding. Resultate van spesifieke studies is derhalwe nie noodwendig bruikbaar vir verskillende groepe T2-leerders nie. Hierdie tesis lewer verslag oor ‘n ondersoek na die gebruik van TLSe deur T1 isiXhosa adolessente in die verwerwing van Engels. Die studie stel ondersoek in na die verhouding tussen TLS-gebruik asook -voorkeur, gemeet deur die Strategy Inventory for Language Learning (SILL), en T2-vaardigheid, met 'n beoordeling van die geslagsverskille in TLS-gebruik. Die studie het geen beduidende verhouding tussen TLS-gebruik of TLS-voorkeur en Engelse vaardigheid gevind nie. Daar is ook geen beduidende verskil tussen die aangeduide TLS-voorkeur van vroulike en manlike deelnemers nie, hoewel manlike deelnemers beduidend meer hoë-frekwensie TLS-gebruik aangedui het, en vroulike deelnemers beduidend meer lae-frekwensie TLS-gebruik aangedui het. Gevolgtrekkings wat op grond van die studie gemaak is, word bespreek, gevolg deur voorstelle vir verdere navorsing en 'n kort bespreking van die implikasies van die resultate van hierdie studie vir T2-onderrig, veral in 'n Suid- Afrikaanse konteks.
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Chan, Ting-man Samuel. "Fostering process approach to Chinese writing through cognitive strategy instruction." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278308.

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Liu, Yunzhen. "Heritage and non-heritage Chinese students' perceptions of language learning strategy use." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1532.

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Evidence has accumulated that learningChinese as a Foreign/Second Language (CFL/CSL) andas a Heritage Language (CHL) are not the same–it has been proposed, therefore, that different learning strategies and different pedagogy are needed for these two groups of learners. However, knowledge of CHL-specific learning strategies is incomplete, andTCHL-specific pedagogy is under development (Lynch, 2003a). The current comparative study investigates heritage and non-heritage Chinese students’ perceptions of language learning strategy use. It also explores correlations among learners’ individual variables, for example: their language proficiency level, motivations on learning Chinese, and language learning beliefs, together with other variables suchas gender, age, mother tongue, andtheir perceptions of learning strategy use. The study was conducted using both quantitative and qualitative methods. In the quantitative part, the variables of Chinese language learners and language learning strategy use were examined to explore the statistical relationship between the heritage and non-heritage Chinese language learners. Afterinformal pre-interviews and a pilot study, a sample of 278 Chinese language students (142 non-heritages students, 117 heritage students) from eighteen mainstream British universities, colleges, andsenior high schools weresurveyed. The survey was carried out through three structured pencil-and-paper questionnaires, including: a background questionnaire, Horwitz’s Beliefs about Language Learning Inventory (BALLI), and Oxford’s Strategy Inventory for Language Learning (SILL). Statistical analyses wereperformed using SPSS version 17 for Windows, such as Descriptive Analyses, Independent T-Tests, Pearson Product-moment Correlations, Factor Analyses, ANOVAs, Post-hoc Multiple Comparisons,ANCOVA, and Multiple Regressions. In the qualitative phase, the variableswere examined further within a semi-structured interview paradigm. The study addresses questions of both theoreticaland pedagogical significance, and makes specific proposals regarding ways to improve pedagogy forUK heritage and non-heritage Chinesestudents.
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Chen, Junqiu. "Language learning experiences and learning strategy shifts : voices of Chinese (Master) students in one UK university." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/97381/.

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Although there has been considerable research into Language Learning Strategies (LLS) in a variety of educational and cultural contexts, it is still the case that there have been few sociocultural LLS studies that have tried to understand learners’ approaches to learning and using a second language within a particular cultural context. In contrast to widespread LLS studies conducted within a cognitive psychology framework, this interpretive study has attempted to understand the dynamics of the shifts and developments in language learning strategies used by a group of Chinese Masters students in a UK University within a sociocultural theoretical framework. A qualitative approach was used in this research. Data was collected at three stages over a time span of one year of Chinese students' MA academic study in the UK. The first and second stage data collection involved interviews that explored the participants’ LLS use and how this changed and developed during their period of study abroad. The third stage data collection involved a questionnaire survey to validate whether the salient findings identified from the first and second stage interviews also applied to a wider group. Findings suggest the overall characteristics of the participants’ LLS use tend to be creative, flexible, voluntary and independent. The participants’ dynamic changing language learning strategies were shaped by interaction with various social mediating agents: peers, teachers and tutors and other native speakers, social material resources, technology and other artefacts, socio-contextual realities, assessment modes, and all in interaction with learner agency. The outcomes provide insightful and useful guidance to Chinese university students who are planning to pursue their higher education abroad in English-speaking education systems and offer suggestions to teachers and policy makers in China and the UK about the kinds of support that they can offer Chinese students, especially in terms of the development of their competence in their studies through English.
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Books on the topic "Language learning strategy"

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Chamot, Anna Uhl, and Vee Harris, eds. Learning Strategy Instruction in the Language Classroom. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415.

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McDonough, Steven H. Strategy and skill in learning a foreign language. E. Arnold, 1995.

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Yang, Nae-Dong. Understanding Chinese students' language beliefs and learning strategy use. Educational Resources Information Center, 1996.

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Extroversion/introversion in foreign language learning: Interactions with learner strategy use. Peter Lang, 2009.

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Brown, Hazel. Read and retell: A strategy for the whole-language/natural learning classroom. Heinemann, 1990.

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Learning to listen: A strategy-based approach for the second-language learner. Dominie Press, 1994.

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Brown, Hazel. Read and retell: A strategy for the whole-language/natural learning classroom. Heinemann, 1990.

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Torri, Lienemann, ed. Strategy instruction for students with learning disabilities. Guilford Press, 2006.

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Isaacson, Rick. The art and strategy of service-learning presentations. 2nd ed. Thomson Wadsworth, 2005.

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Pressley, Michael. Cognitive strategy instruction that really improves children's academic perfomance. Brookline Books, 1990.

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Book chapters on the topic "Language learning strategy"

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Boers, Frank, Murielle Demecheleer, and June Eyckmans. "4. Etymological elaboration as a strategy for learning idioms." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lllt.10.07boe.

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Trendak, Olga. "Raising Strategic Awareness as a Prerequisite for Successful Strategy Training." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30373-4_17.

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Trendak, Olga. "Strategy Training and Research Methodology." In Second Language Learning and Teaching. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12433-9_4.

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Pedrazzini, Luciana, and Andrea Nava. "Individual Differences in Dictionary Strategy Use." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_20.

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Szyszka, Magdalena. "Pronunciation Learning Strategy Chains: A Qualitative Approach." In Second Language Learning and Teaching. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08353-7_3.

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Agustín-Llach, Maria Pilar, and Andrés Canga Alonso. "Fostering Learner Autonomy Through Vocabulary Strategy Training." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07764-2_9.

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Griffiths, Carol, and Görsev Inceçay. "New Directions in Language Learning Strategy Research: Engaging with the Complexity of Strategy Use." In New Directions in Language Learning Psychology. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23491-5_3.

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Yongqi Gu, Peter. "2. Approaches to Learning Strategy Instruction." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-008.

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Uhl Chamot, Anna. "12. Differentiation in Language Learning Strategy Instruction." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-020.

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Menegale, Marcella. "6. Learning Strategy Instruction in Content and Language Integrated Learning Programs." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-012.

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Conference papers on the topic "Language learning strategy"

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Juzeleniene, Saulute, Skirmante Sarkauskiene, and Rita Baranauskiene. "METAPHORS OF EMOTIONS AS LANGUAGE LEARNING STRATEGY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0540.

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Ciesielkiewicz, Monika. "CONTRASTIVE GRAMMAR AS A LEARNING STRATEGY." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312128.

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Johnson, Karen, and Lisa Wells. "FEMALE LANGUAGE LEARNING STRATEGIES IN SAUDI ARABIA: A STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL)." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1315.

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Huang, Yen-Ping, and Yueh-Min Huang. "Programming Language Learning Supported by an Accredited Course Strategy." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.101.

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Wang, Zhongqing, Shoushan Li, Guodong Zhou, Peifeng Li, and Qiaoming Zhu. "Imbalanced Sentiment Classification with Multi-strategy Ensemble Learning." In 2011 International Conference on Asian Language Processing (IALP). IEEE, 2011. http://dx.doi.org/10.1109/ialp.2011.28.

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Yunianti, Sukma. "Play-Based Learning as An Essential Strategy to Face 21st-Century Learning." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292213.

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Toma, Alexandra-Monica. "BUILDING IMAGINARY WORLDS THROUGH STORYTELLING AS A LANGUAGE TEACHING STRATEGY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2393.

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Putri, Yozi, and Sitti Fatimah. "An Analysis of Students’ Language Learning Strategy and Lecturers’ Language Teaching Strategy in Writing for Media Communication Class." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.037.

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Okmawati, Mike. "The Role of Metacognitive Strategy in Learning English." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.036.

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Rao, Achyutha Bharath, Krishna Krishnan, and Hongsheng He. "Learning Robotic Grasping Strategy Based on Natural-Language Object Descriptions." In 2018 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2018. http://dx.doi.org/10.1109/iros.2018.8593886.

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Reports on the topic "Language learning strategy"

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada192006.

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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.
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