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1

Strategies and interlanguage pragmatics: Explicit and comprehensive

100%

Sykes J. M., Cohen A. D.

Studies in Second Language Learning and Teaching

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2018

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vol. 8

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issue 2

381-402

EN

Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.

2

Interwoven: Culture, language, and learning strategies

100%

Oxford R. L., Gkonou C.

Studies in Second Language Learning and Teaching

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2018

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vol. 8

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issue 2

403-426

EN

Culture, language, and learning strategies form a grand tapestry, which is this article’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural trauma survivors). The article discusses cultural types, cultural communication styles, and related strategies, and it identifies publications that draw together culture, language, and strategies. The article offers new insights and abundant examples for teachers, teacher educators, and researchers.

3

Strategies in technology-enhanced language learning

88%

Zhou Y., Wei M.

Studies in Second Language Learning and Teaching

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2018

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vol. 8

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issue 2

471-495

EN

The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.

4

Teachers as learners: Learning to learn through strategy training. Part II. ‘Strategic’ teacher competences

63%

Dąbrowska Małgorzata D.

Rozprawy Społeczne

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2016

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vol. 10

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issue 1

23-30

EN

This article is the second part of a series of three articles on the importance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career. It aims to discuss the theoretical foundation of learning strategy instruction, present a number of practical strategy training schemes which can be used in the language classroom, and analyze essential roles and tasks modern second/foreign language teachers need to be able to perform in order to help learners learn to learn. Since successful teaching necessitates developing personalized skills and strategies necessary for further, continued or lifelong learning, the author emphasizes the need for educating ‘strategic’ language teachers prepared to foster learner self-regulated learning through direct, or fully informed, strategy training.

PL

Niniejszy artykuł jest drugą częścią cyklu trzech artykułów poświęconych znaczeniu aktywnej realizacji idei uczenia się jak się uczyć w kształceniu nauczycieli języków obcych oraz w rozwoju zawodowym wykwalifikowanego nauczyciela. Autorka przedstawia w nim teoretyczne podstawy treningu strategii uczenia się, omawia wybrane modele instrukcji strategicznej, które mogą być wykorzystane praktycznie w klasie szkolnej oraz analizuje role i zadania współczesnego nauczyciela języka obcego wynikające z realizacji postulatu integracji nauczania języka obcego i treningu strategii. Jako że skuteczne nauczanie oznacza konieczność ciągłego rozwijania umiejętności i strategii niezbędnych do uczenia się przez całe życie, autorka podkreśla potrzebę kształcenia tzw. „strategicznego” nauczyciela, przygotowanego do rozwijania u ucznia samoregulacji uczenia się poprzez bezpośredni trening strategii uczenia się.

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3 Studies in Second Language Learning and Teaching

1 Rozprawy Społeczne

1 Cohen A. D.

1 Dąbrowska Małgorzata D.

1 Gkonou C.

1 Oxford R. L.

1 Sykes J. M.

1 Wei M.

1 Zhou Y.

3 2018

1 2016

Strategies and interlanguage pragmatics: Explicit and comprehensive

Interwoven: Culture, language, and learning strategies

Strategies in technology-enhanced language learning

Teachers as learners: Learning to learn through strategy training. Part II. ‘Strategic’ teacher competences