Review of Situating language learning strategy use: Present issues and future trends; Editors: Zoe Gavriilidou, Lydia Mitits; Publisher: Multilingual Matters, 2021; ISBN: 9781788926713; Pages: 376

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2021-06-24 DOI:10.14746/ssllt.2021.11.2.7

Jakub Bielak

引用次数: 0

Abstract

Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area, the field of language learning/learner strategies (LLSs) is still very much alive and kicking. This is manifested by constant publication of meta-analyses (e.g., Plonsky, 2011), numerous journal articles, including state-of-the-art pieces (e.g., Pawlak, 2019), special issues of journals (e.g., Pawlak & Oxford, 2018) and books (e.g., Oxford, 2017), and the organization of a conference series (Situating Strategy Use [SSU]), all devoted exclusively to LLSs. The book under review here, Situating Language Learning Strategy Use: Present Issues and Future Trends, edited by Zoe Gavriilidou and Lydia Mitits, includes chapters originating in the talks delivered at the Second International Conference on SSU (Komotini, Greece, September 2017).

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情境式语言学习策略的运用:现状与趋势编辑:Zoe Gavriilidou, Lydia Mitits;出版社:Multilingual Matters, 2021;ISBN: 9781788926713;页:376

尽管最近经历了一场由著名学者(例如Dörnyei, 2005)对整个研究领域的原因être所带来的危机，语言学习/学习者策略(LLSs)领域仍然非常活跃。这体现在不断发表荟萃分析(例如，Plonsky, 2011)，大量期刊文章，包括最先进的文章(例如，Pawlak, 2019)，期刊特刊(例如，Pawlak & Oxford, 2018)和书籍(例如，Oxford, 2017)，以及组织一系列会议(定位策略使用[SSU])，所有这些都专门用于法学研究。本书名为《语言学习策略使用现状:当前问题和未来趋势》，由Zoe Gavriilidou和Lydia Mitits编辑，其中包括在第二届语言学习策略国际会议(Komotini，希腊，2017年9月)上发表的演讲中的章节。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.