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Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar (Second Language Learning and Teaching) - Tapa dura
Sinopsis
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.
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Acerca del autor
Prof. Mirosław Pawlak is a leading Polish scholar in the fields of applied linguistics, second language acquisition (SLA), and foreign language pedagogy. He serves as Professor of English in the Department of English Studies, Faculty of Pedagogy and Fine Arts in Kalisz at Adam Mickiewicz University, Poland and also holds an appointment at the Faculty of Humanities and Social Sciences, University of Applied Sciences in Konin, Poland. Dr. Mariusz Kruk is an applied linguist and Associate Professor at the University of Zielona Góra, Poland, working within the Department of English Philology. He is also affiliated with the Faculty of Pedagogy and Fine Arts in Kalisz at Adam Mickiewicz University in Poznań, Poland, where he contributes to English studies and applied linguistics research. Dr. Joanna Elżbieta Zawodniak is a Polish applied linguist and Associate Professor at the University of Zielona Góra, Poland, where she works in the Institute of Neophilology (Department of English Philology). She has co-authored multiple influential publications exploring emotional, cognitive, and psychological dimensions of language learning.
De la contraportada
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.
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Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar
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Springer, Berlin, Springer Mai 2026, 2026
ISBN 10: 3032186625
ISBN 13: 9783032186621
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Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 220 pp. Englisch. Nº de ref. del artículo: 9783032186621
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Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar (Hardcover)
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Springer Nature Switzerland AG, Cham, 2026
ISBN 10: 3032186625
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Hardcover. Condición: new. Hardcover. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Nº de ref. del artículo: 9783032186621
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Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar
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Palgrave Macmillan Mai 2026, 2026
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Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -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.Springer Nature Customer Service Center GmbH, Europaplatz 3, 69115 Heidelberg 228 pp. Englisch. Nº de ref. del artículo: 9783032186621
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Strategies-Based Instruction, Individual Differences And Learning Second Language Grammar
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ISBN 10: 3032186625
ISBN 13: 9783032186621
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Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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. Nº de ref. del artículo: 9783032186621
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