Table of Contents

Figures and Tables
Contributors
Peter Yongqi Gu: Foreword
Preface
Introduction

PART 1: Language Learning Strategies: Where Do We Go from Here?

Chapter 1. Andrew D. Cohen: Language Learner Strategies: A Call for Fine-Tuned Strategy Categorization

Chapter 2. Rebecca L. Oxford: Consciously Keeping Watch: Self-Regulation and Learning Strategies

PART 2: New Pathways to Language Learning Strategy Research

Chapter 3. Milevica Bojović: Speaking Strategies and Speaking Ability in ESP Classrooms in a Higher Education Setting

Chapter 4. Richard LaBontee: Vocabulary Learning Strategy Surveys in Second Language Acquisition: Design, Context and Content

Chapter 5. Višnja Pavičić Takač and Sanja Marinov: Exploring EFL Learners' Paths through Vocabulary Learning Using Narrative Frames

Chapter 6. Thomaϊ Alexiou, Lydia Mitits and James Milton: The Language of the Home in Learning L2 Vocabulary

Chapter 7. Ana Petanjak Dedić and Renata Geld: Strategic Construal of Particle Verbs (PVs) in Croatian Secondary School Learners of English

PART 3: Language Learning Strategies in Context

Chapter 8. Angeliki Psaltou-Joycey: Situating Language Learning Strategy Use and Instruction: The Greek Context

Chapter 9. Iris Papadopoulou, Ifigeneia Machili and Zoe Kantaridou: Task-Specific Strategy Use in Video-Mediated Integrated Writing: The Greek EAP Context

Chapter 10. Zoe Gavriilidou, Irina Tresorukova and Antonios Mylonopoulos: Understanding Language Learning Strategies in Context: The Case of Russian Students Learning Greek as a Foreign Language

Chapter 11. Lydia Mitits, Zoe Gavriilidou and Athina Vrettou: EFL Learning Strategies and Motivational Orientations of Multilingual Learners in Mainstream and Dual-immersion Schools

PART 4: Aspects of Language Learning Strategy Instruction

Chapter 12. Maria Mitsiaki and Anna Anastassiadis-Symeonidis: Morphological Segmentation in Strategy-based Instruction: Towards a Graded Morphological Syllabus of Modern Greek

Chapter 13. Nae-Dong Yang: Promoting Learner Autonomy through Learning Strategy Instruction with College EFL Students

Chapter 14. Vasiliki-Agathi Theodoridou and Anna-Maria Hatzitheodorou: Promoting Learners’ Critical Thinking and Developing Reading Strategies through Critical Video-gaming

Chapter 15. Anna-Theodora Veliki and Angeliki Psaltou-Joycey: Using Digital Supportive Feedback for the Strategic Training of Young EFL Learners

Appendix A: VLS Surveys
Appendix B: A Completed and Coded Narrative Frame
Appendix C: Class A Course Syllabus
Appendix D: Class B Course Syllabus
Appendix E: Unit 4 Lesson Plan
Appendix F: Unit 4 Activities and Tasks
Appendix G: Needs Analysis Questionnaire
Appendix H: Sample Diary Entry
Appendix I: Learner Beliefs Questionnaire 
Appendix J: Questionnaire and Vocabulary Tests 
Appendix K: Interactive Material 
Subject Index
Author Index

Promotional Information

Leading experts in the field discuss the latest research and future trends in language learning strategy use

About the Author

Zoe Gavriilidou works at Democritus University of Thrace, Greece. Her research interests include language learning strategies, pedagogical lexicography and heritage languages.

Lydia Mitits works at Democritus University of Thrace, Greece. Her research interests include language learning strategies, multilingualism and heritage languages.

Reviews

For anyone interested in language learning strategies, whether they be researchers, practitioners or students, this edited volume provides stimulating analyses of theoretical and conceptual issues, insightful perspectives from various learning contexts, and useful implications for promoting learner autonomy. I am confident that this book will further advance our understanding relating to strategic language learning.
*Osamu Takeuchi, Kansai University, Japan*

These international researcher-teachers bring into focus voices that are rarely heard and deserve amplification. Powerful examples of learners deploying their unique bi/multilingual and cultural backgrounds to choose LLS when learning new L2/L3s are provided throughout. These contributions help readers expand their understandings of multilingual agency and ways to empower learners.
*Martha Nyikos, Indiana University, USA*

This excellent publication by international researchers clarifies theoretical concepts of LLS and explores new avenues, such as the affordances of technology in assisting strategy instruction, thereby providing a springboard for future research. Its contribution to the literature in previously under-researched areas is enhanced by practical suggestions that bridge the gap between research and classroom practice.
*Pamela Gunning, Concordia University, Canada*