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Over the past thirty years, the field of language learning
strategies has generated a massive amount of interest and research
in applied linguistics. Teaching and Researching Language Learning
Strategies redraws the landscape of language learning strategies at
just the right time. In this book Rebecca Oxford charts the field
systematically and coherently for the benefit of language learning
practitioners, students, and researchers. Offering practical,
innovative suggestions for assessing, teaching, and researching
language learning strategies, she provides examples of strategies
and tactics from all levels, from beginners to distinguished-level
learners, as well as a new taxonomy of strategies for language
learning. In demonstrating why self-regulated learning strategies
are necessary for language proficiency, Oxford integrates
socio-cultural, cognitive, and affective dimensions, and argues
convincingly for the need for conceptual cross-fertilization.
Providing clear and concise explanations of the advantages and
limitations of the different approaches, this book is full of
practical value and theoretical insights. The book is designed to
guide the reader with the use of a range of features, including:
key quotes and concept boxes preview questions and chapter
overviews glossary and end-of-chapter further readings sources and
resources section
Over the past thirty years, the field of language learning
strategies has generated a massive amount of interest and research
in applied linguistics. Teaching and Researching Language Learning
Strategies redraws the landscape of language learning strategies at
just the right time. In this book Rebecca Oxford charts the field
systematically and coherently for the benefit of language learning
practitioners, students, and researchers. Offering practical,
innovative suggestions for assessing, teaching, and researching
language learning strategies, she provides examples of strategies
and tactics from all levels, from beginners to distinguished-level
learners, as well as a new taxonomy of strategies for language
learning. In demonstrating why self-regulated learning strategies
are necessary for language proficiency, Oxford integrates
socio-cultural, cognitive, and affective dimensions, and argues
convincingly for the need for conceptual cross-fertilization.
Providing clear and concise explanations of the advantages and
limitations of the different approaches, this book is full of
practical value and theoretical insights. The book is designed to
guide the reader with the use of a range of features, including:
key quotes and concept boxes preview questions and chapter
overviews glossary and end-of-chapter further readings sources and
resources section
Now in its second edition, Teaching and Researching Language
Learning Strategies: Self-Regulation in Context charts the field
systematically and coherently for the benefit of language learning
practitioners, students, and researchers. This volume carries on
the author's tradition of linking theoretical insights with
readability and practical utility and offers an enhanced Strategic
Self-Regulation Model. It is enriched by many new features, such as
the first-ever major content analysis of published learning
strategy definitions, leading to a long-awaited, encompassing
strategy definition that, to a significant degree, brings order out
of chaos in the strategy field. Rebecca L. Oxford provides an
intensive discussion of self-regulation, agency, and related
factors as the "soul of learning strategies." She ushers the
strategy field into the twenty-first century with the first
in-depth treatment of strategies and complexity theory. A major
section is devoted to applications of learning strategies in all
language skill areas and in grammar and vocabulary. The last
chapter presents innovations for strategy instruction, such as ways
to deepen and differentiate strategy instruction to meet individual
needs; a useful, scenario-based emotion regulation questionnaire;
insights on new research methods; and results of two strategy
instruction meta-analyses. This revised edition includes in-depth
questions, tasks, and projects for readers in every chapter. This
is the ideal textbook for upper-level undergraduate and graduate
courses in TESOL, ELT, education, linguistics, and psychology.
Now in its second edition, Teaching and Researching Language
Learning Strategies: Self-Regulation in Context charts the field
systematically and coherently for the benefit of language learning
practitioners, students, and researchers. This volume carries on
the author's tradition of linking theoretical insights with
readability and practical utility and offers an enhanced Strategic
Self-Regulation Model. It is enriched by many new features, such as
the first-ever major content analysis of published learning
strategy definitions, leading to a long-awaited, encompassing
strategy definition that, to a significant degree, brings order out
of chaos in the strategy field. Rebecca L. Oxford provides an
intensive discussion of self-regulation, agency, and related
factors as the "soul of learning strategies." She ushers the
strategy field into the twenty-first century with the first
in-depth treatment of strategies and complexity theory. A major
section is devoted to applications of learning strategies in all
language skill areas and in grammar and vocabulary. The last
chapter presents innovations for strategy instruction, such as ways
to deepen and differentiate strategy instruction to meet individual
needs; a useful, scenario-based emotion regulation questionnaire;
insights on new research methods; and results of two strategy
instruction meta-analyses. This revised edition includes in-depth
questions, tasks, and projects for readers in every chapter. This
is the ideal textbook for upper-level undergraduate and graduate
courses in TESOL, ELT, education, linguistics, and psychology.
This innovative, much-needed book shares powerful wisdom and
practical strategies to help language teachers, teacher educators
and peace educators communicate peace, contribute to peace and
weave peacebuilding into classrooms and daily life. The clear,
six-part Language of Peace Approach underlies more than 50 creative
activities that can promote peacebuilding competence in secondary
and post-secondary students, current and prospective educators and
community members outside of academia. Chapters span the spectrum
from cross-cultural peace education to the positive psychology of
peace, from nonverbal peace language to transformative language
teaching for peace, and from the needs of language learners to the
needs of language educators. The book makes a unique and valuable
contribution to the discussion of how we can live together
peacefully in a changing world.
This innovative, much-needed book shares powerful wisdom and
practical strategies to help language teachers, teacher educators
and peace educators communicate peace, contribute to peace and
weave peacebuilding into classrooms and daily life. The clear,
six-part Language of Peace Approach underlies more than 50 creative
activities that can promote peacebuilding competence in secondary
and post-secondary students, current and prospective educators and
community members outside of academia. Chapters span the spectrum
from cross-cultural peace education to the positive psychology of
peace, from nonverbal peace language to transformative language
teaching for peace, and from the needs of language learners to the
needs of language educators. The book makes a unique and valuable
contribution to the discussion of how we can live together
peacefully in a changing world.
Spirituality and spiritual experiences have been the bedrock of
every civilization and together form one of the highest mechanisms
for making sense of the world for billions of people. Current
research paradigms, due to their limitation to empirical, sensory,
psychologically, or culturally constructed realities, fail to
provide a framework for exploring this essential area of human
experience. The development of a spiritual research paradigm will
provide researchers from the social sciences and edcation the tools
and abilities to systematically explore fundamental questions
regarding human spiritual experiences and spiritual growth. A
spiritual research paradigm requires an ontology that considers all
reality to be multidimensional, interconnected, and interdependent.
It requires an epistemology that integrates knowing from outer
sources as well as inner contemplation, acknowledging our
integration of soul and spirit with the body and mind. Three
additional aspects are useful to a spiritual research paradigm:
axiology, methodology, and teleology. An axiology concerns what is
valued, good, and ethical. A methodology is the appropriate
approach to systematic inquiry. A fifth and less frequently
mentioned aspect is teleology, an explanation of the goal or end
(telos) to which new knowledge is applied, such as gaining wisdom
and truth, touching the divine, increasing inner peace, exploring
hidden dimensions, or improving society. This book takes the first
step to develop such a research paradigm. We draw from world
spiritual traditions as well as scholarship that has arisen from
contemplative practices. We also attempt to build a bridge between
science and spirituality. Spiritual research is not necessarily
opposed to scientific research; in fact, each can shed light on the
other.
A volume in Peace Education Series Editors Jing Lin, University of
Maryland, Edward Brantmeier, James Madison University, and Ian
Harris, University of Wisconsin, Milwaukee Understanding Peace
Cultures is exceptionally practical as well as theoretically
grounded. As Elise Boulding tells us, culture consists of the
shared values, ideas, practices, and artifacts of a group united by
a common history. Rebecca Oxford explains thatpeace cultures are
cultures, large or small, which foster any of the dimensions of
peace - inner, interpersonal, intergroup, international,
intercultural, or ecological - and thus help transform the world.
As in her earlier book, The Language of Peace: Communicating to
Create Har-mony, Oxford contends herethat peace is a serious and
desirable option. Excellent educators help build peace cultures. In
this book, Shelley Wong and Rachel Grant reveal how highly diverse
public school classrooms serve as peace cultures, using activities
and themes founded on womanistand critical race theories. Yingji
Wang portrays a peace culture in a university classroom. Rui Ma's
model reaches out interculturally to Abraham's children: Jewish,
Christian, and Muslim youth, who share an ancient heritage.
Children's literature (Rebecca Oxford et al.) and students' own
writing (Tina Wei) spread cultures of peace. Deep traditions, such
as African performance art, Buddhism, Daoism, Confucianism and
Islam, give rise to peace cultures, as shown here by John Grayzel,
Sister Jewel (a colleague of Thich Nhat Hanh), Yingji Wang et al.,
and Dian Marissa et al. Peace cultures also emerge in completely
unex-pected venues, such as gangsta rap, unveiled by Charles Blake
etal., and a prison where inmates learn Lois Liggett's "spiritual
semantics." Finally, the book includes perspectives from Jerusalem
(by Lawrence Berlin) and North Korea and South Korea (by Carol
Griffiths) to help us envision - and hope for - new, transformative
peace cultures where now there is strife.
A volume in Peace Education Series Editors Jing Lin, University of
Maryland, Edward Brantmeier, James Madison University, and Ian
Harris, University of Wisconsin, Milwaukee Understanding Peace
Cultures is exceptionally practical as well as theoretically
grounded. As Elise Boulding tells us, culture consists of the
shared values, ideas, practices, and artifacts of a group united by
a common history. Rebecca Oxford explains thatpeace cultures are
cultures, large or small, which foster any of the dimensions of
peace - inner, interpersonal, intergroup, international,
intercultural, or ecological - and thus help transform the world.
As in her earlier book, The Language of Peace: Communicating to
Create Har-mony, Oxford contends herethat peace is a serious and
desirable option. Excellent educators help build peace cultures. In
this book, Shelley Wong and Rachel Grant reveal how highly diverse
public school classrooms serve as peace cultures, using activities
and themes founded on womanistand critical race theories. Yingji
Wang portrays a peace culture in a university classroom. Rui Ma's
model reaches out interculturally to Abraham's children: Jewish,
Christian, and Muslim youth, who share an ancient heritage.
Children's literature (Rebecca Oxford et al.) and students' own
writing (Tina Wei) spread cultures of peace. Deep traditions, such
as African performance art, Buddhism, Daoism, Confucianism and
Islam, give rise to peace cultures, as shown here by John Grayzel,
Sister Jewel (a colleague of Thich Nhat Hanh), Yingji Wang et al.,
and Dian Marissa et al. Peace cultures also emerge in completely
unex-pected venues, such as gangsta rap, unveiled by Charles Blake
etal., and a prison where inmates learn Lois Liggett's "spiritual
semantics." Finally, the book includes perspectives from Jerusalem
(by Lawrence Berlin) and North Korea and South Korea (by Carol
Griffiths) to help us envision - and hope for - new, transformative
peace cultures where now there is strife.
A volume in Transforming Education for the Future Series Editors
Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A
& M University This book will expand the horizon of higher
education, helping students, faculty and administrators to return
to their roots and be in touch with their whole being. This book
stresses that learning is much more than just accumulating
knowledge and skills. Learning includes knowing ourselves-mind,
body, and spirit. The learning of compassion, care, and service are
as crucial or even more important in higher education in order for
universities to address students' individual needs and the
society's needs. Higher education must contribute to a better
world. The book acknowledges that knowing not only comes from
outside, but also comes from within. Wisdom is what guides students
to be whole, true to themselves while learning. There are many
ancient and modern approaches to gaining wisdom and wellness. This
book talks about contemplative methods, such as meditation, qigong,
yoga, arts, and dance, that help people gain wisdom and balance in
their lives and enhance their ability to be reflective and
transformative educators and learners.
The Language of Peace: Communicating to Create Harmony offers
practical insights for educators, students, researchers, peace
activists, and all others interested in communication for peace.
This book is a perfect text for courses in peace education,
communications, media, culture, and other fields. Individuals
concerned about violence, war, and peace will find this volume both
crucial and informative. This book sheds light on peaceful versus
destructive ways we use words, body language, and the language of
visual images. Noted author and educator Rebecca L. Oxford guides
us to use all these forms of language more positively and
effectively, thereby generating greater possibilities for peace.
Peace has many dimensions: inner, interpersonal, intergroup,
international, intercultural, and ecological. The language of peace
helps us resolve conflicts, avoid violence, and reduce bullying,
misogyny, war, terrorism, genocide, circus journalism, political
deception, cultural misunderstanding, and social and ecological
injustice. Peace language, along with positive intention, enables
us to find harmony inside ourselves and with people around us,
attain greater peace in the wider world, and halt environmental
destruction. This insightful book reveals why and how.
A volume in Transforming Education for the Future Series Editors
Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A
& M University This book will expand the horizon of higher
education, helping students, faculty and administrators to return
to their roots and be in touch with their whole being. This book
stresses that learning is much more than just accumulating
knowledge and skills. Learning includes knowing ourselves-mind,
body, and spirit. The learning of compassion, care, and service are
as crucial or even more important in higher education in order for
universities to address students' individual needs and the
society's needs. Higher education must contribute to a better
world. The book acknowledges that knowing not only comes from
outside, but also comes from within. Wisdom is what guides students
to be whole, true to themselves while learning. There are many
ancient and modern approaches to gaining wisdom and wellness. This
book talks about contemplative methods, such as meditation, qigong,
yoga, arts, and dance, that help people gain wisdom and balance in
their lives and enhance their ability to be reflective and
transformative educators and learners.
The Language of Peace: Communicating to Create Harmony offers
practical insights for educators, students, researchers, peace
activists, and all others interested in communication for peace.
This book is a perfect text for courses in peace education,
communications, media, culture, and other fields. Individuals
concerned about violence, war, and peace will find this volume both
crucial and informative. This book sheds light on peaceful versus
destructive ways we use words, body language, and the language of
visual images. Noted author and educator Rebecca L. Oxford guides
us to use all these forms of language more positively and
effectively, thereby generating greater possibilities for peace.
Peace has many dimensions: inner, interpersonal, intergroup,
international, intercultural, and ecological. The language of peace
helps us resolve conflicts, avoid violence, and reduce bullying,
misogyny, war, terrorism, genocide, circus journalism, political
deception, cultural misunderstanding, and social and ecological
injustice. Peace language, along with positive intention, enables
us to find harmony inside ourselves and with people around us,
attain greater peace in the wider world, and halt environmental
destruction. This insightful book reveals why and how.
This volume chronicles a revolution in our thinking about what
makes students want to learn languages and what causes them to
persist in that difficult and rewarding adventure. Topics in this
book include the internal structures of and external connections
with foreign language motivation; exploring adult language learning
motivation, self-efficacy, and anxiety; comparing the motivation
and learning strategies of students of Japanese and Spanish; and
enhancing the theory of language learning motivation from many
psychological and social perspectives.
Language learning strategies are the specific steps students take
to improve their progress in learning a second or foreign language.
Optimizing learning strategies improves language performance. This
ground-breaking book presents new information about cultural
influences on the use of language learning strategies. It also
shows innovative ways to assess students' strategy use and
remarkable techniques for helping students improve their choice of
strategies, with the goal of peak language learning.
This innovative book focuses on the relationships among
self-regulated language learning strategies, students' individual
characteristics, and the diverse contexts in which learning occurs.
It presents state-of-the-art, lively, readable chapters by
well-known experts and new, promising scholars, who analyze
learning strategy theory, research, assessment, and use. Written by
a team of international contributors from Austria, Canada, Greece,
Japan, New Zealand, Poland, Turkey, the UK and the USA, this volume
provides theoretical insights on how strategic learning interacts
with complex environments. It explores strategy choice and the
fluidity and flexibility of learning strategies. Research-based but
practical themes in the book include strategy-related teacher
preparation; differentiated strategy instruction to meet the needs
of diverse learners of different ages, cultures, and learning
styles; and creative, visualization-based development of strategy
awareness. Examining methodologies for strategy research and
assessment, the volume explores narrative, decision-tree,
scenario-based, and questionnaire-based research, as well as
mixed-methods research and new assessment tools for young learners'
strategies. It presents research on strategies used for
foreign/second language pronunciation, pragmatics, listening,
reading, speaking, writing, and test-taking. By providing a wide
range of examples of strategies in research and action in a number
of countries, cultures, and educational settings, and by offering
incisive section overviews and a detailed synthesis at the end,
this book enables readers to develop a holistic understanding of
language learning strategies. With additional online strategy
materials available for downloading, Language Learning Strategies
and Individual Learner Characteristics is invaluable to all those
interested in helping language students learn more effectively.
This innovative book focuses on the relationships among
self-regulated language learning strategies, students' individual
characteristics, and the diverse contexts in which learning occurs.
It presents state-of-the-art, lively, readable chapters by
well-known experts and new, promising scholars, who analyze
learning strategy theory, research, assessment, and use. Written by
a team of international contributors from Austria, Canada, Greece,
Japan, New Zealand, Poland, Turkey, the UK and the USA, this volume
provides theoretical insights on how strategic learning interacts
with complex environments. It explores strategy choice and the
fluidity and flexibility of learning strategies. Research-based but
practical themes in the book include strategy-related teacher
preparation; differentiated strategy instruction to meet the needs
of diverse learners of different ages, cultures, and learning
styles; and creative, visualization-based development of strategy
awareness. Examining methodologies for strategy research and
assessment, the volume explores narrative, decision-tree,
scenario-based, and questionnaire-based research, as well as
mixed-methods research and new assessment tools for young learners'
strategies. It presents research on strategies used for
foreign/second language pronunciation, pragmatics, listening,
reading, speaking, writing, and test-taking. By providing a wide
range of examples of strategies in research and action in a number
of countries, cultures, and educational settings, and by offering
incisive section overviews and a detailed synthesis at the end,
this book enables readers to develop a holistic understanding of
language learning strategies. With additional online strategy
materials available for downloading, Language Learning Strategies
and Individual Learner Characteristics is invaluable to all those
interested in helping language students learn more effectively.
Spirituality and spiritual experiences have been the bedrock of
every civilization and together form one of the highest mechanisms
for making sense of the world for billions of people. Current
research paradigms, due to their limitation to empirical, sensory,
psychologically, or culturally constructed realities, fail to
provide a framework for exploring this essential area of human
experience. The development of a spiritual research paradigm will
provide researchers from the social sciences and edcation the tools
and abilities to systematically explore fundamental questions
regarding human spiritual experiences and spiritual growth. A
spiritual research paradigm requires an ontology that considers all
reality to be multidimensional, interconnected, and interdependent.
It requires an epistemology that integrates knowing from outer
sources as well as inner contemplation, acknowledging our
integration of soul and spirit with the body and mind. Three
additional aspects are useful to a spiritual research paradigm:
axiology, methodology, and teleology. An axiology concerns what is
valued, good, and ethical. A methodology is the appropriate
approach to systematic inquiry. A fifth and less frequently
mentioned aspect is teleology, an explanation of the goal or end
(telos) to which new knowledge is applied, such as gaining wisdom
and truth, touching the divine, increasing inner peace, exploring
hidden dimensions, or improving society. This book takes the first
step to develop such a research paradigm. We draw from world
spiritual traditions as well as scholarship that has arisen from
contemplative practices. We also attempt to build a bridge between
science and spirituality. Spiritual research is not necessarily
opposed to scientific research; in fact, each can shed light on the
other.
This teacher resource book weaves together language learning
strategies, learning styles, theme- and task-based instruction, and
the relatedness of skills. By using the metaphor of a woven
tapestry, this book shows how language learning is created and
controlled by the learner with input from many sources, including
the teacher, authentic materials, and multimedia. Teachers will
also find practical ideas and strategies to implement in class.
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