Rebecca L. Oxford is Distinguished Scholar-Teacher and Professor Emerita at the University of Maryland and a part-time adjunct professor of second language teaching and psychology at the University of Alabama in both Birmingham and Huntsville, USA.

Series Editor Preface

Preface by Dr. Peter MacIntyre and Dr. Tammy Gregersen

List of Illustrations

Acknowledgments

Introduction

Section A.

Focusing: Greater Clarity for Definitions and Theories

Chapter 1

Bringing Order out of Chaos: Definitions and Features of Language Learning Strategies

Chapter 2

The Soul of L2 Learning Strategies:

Self-Regulation, Agency, Autonomy, and Associated Factors in the Strategic Self-Regulation (S2R) Model

Chapter 3

Context, Complexity, and Learning Strategies: Recognizing the Crucial Triad

Section B.

Flexibility and Function: Understanding L2 Learning Strategies According to Their Roles in Context

Chapter 4

Strategy Role Flexibility, Denial of Dualisms, and Metastrategies in Context

Chapter 5

The Multiple Self: Self-Regulation Strategies for Cognitive, Motivational, and Social Domains

Chapter 6

The Multiple Self, Continued: Emotional Self-Regulation Strategies

Section C.

Live Applications: Strategies in the Skill Areas and the Language Subsystems

Chapter 7

Strategies for L2 Grammar and Vocabulary in Context

Chapter 8

Strategies for L2 Reading and Writing in Context

Chapter 9

Strategies for L2 Listening, Phonology, Pronunciation, Speaking / Oral Communication, and Pragmatics in Context

Section D.

Innovations: Strategy Instruction, Assessment, and Research

Chapter 10

Innovations (and Potential Innovations) in Strategy Instruction, Strategy Assessment, and Strategy Research

Postscript: Brief Summary of the Strategic Self-Regulation (S2R) Model

About the Author

Appendices

Appendix A Definitions of and Comments about Second Language, Foreign Language, and Other Associated Terms

Appendix B Sources of Quotations for Epigraphs

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.