Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Referencias bibliográficas

• Anderson, N. J. (2005). L2 strategy research. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 757–772). Mahwah, NJ: Lawrence Erlbaum Associates.
• Bueno-Alastuey & Luque Agulló (2015). A tool to analyze oral competence development in EFL textbooks. RESLA, 28(1), 73–96.
• Chamot, A. U. (1999). How children in language immersion programs use learning strategies. In M. A. Kassen (Ed.), Language Learners of Tomorrow: Process and Promise! (pp. 29–59). Lincolnwood, IL: National Textbook Company.
• Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. doi: 10.1017/S0267190505000061
• Chaudron, C. (2006). Some reflections on the development of (meta-analytic) synthesis in second language research. In J. M. Norris and L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 323–339). Philadelphia: Benjamins.
• Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. New York: Longman.
• Cohen, A. D. (2011a). L2 learner strategies. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning, Vol. II Part V. Methods and Instruction in Second Language Teaching (pp. 681–698). Abingdon, England: Routledge.
• Cohen, A. D. (2011b). Strategies in Learning and Using a Second Language. Abingdon, England: Routledge/Pearson Education
• Cohen, A. D. & Macaro. E. (2007). Language Learner Strategies. Oxford: Oxford University Press.
• Cohen, A. D., Weaver, S. J. & Li, T. (1995). The Impact of strategies-based instruction on speaking a Foreign Language. Research Report. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota.
• Council of Europe (2001). Common European Framework of Reference for Language Learning, Teaching and Assessment. Cambridge: Cambridge University Press
• Criado, R. & Sánchez, A. (2009). English language teaching in Spain: Do textbooks comply with the official methodological regulations? IJES, 9(1), 1–28.
• Cross, J. (2009). Effects of listening instruction on news video text comprehension. Language Teaching Research, 13(2),151–176
• Deneme, S. (2010). Cross-cultural differences in language learning strategy preferences: A comparative study. The International Journal of Language, Society and Culture, 31, 81–89.
• Dörnyei, Z. (2006). Researching the effects of form-focused instruction on L2 acquisition. AILA Review, 19, 42–68
• Dörnyei, Z. (2009). The L2 motivational self-system. Motivation, language identity and the L2 self, 36(3), 9–11.
• Dörnyei, Z. & Skehan, P. (2003) Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.) The Handbook of Second Language Acquisition (pp. 589–630). Oxford: Blackwell.
• Gilakjani, A. P. & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988.
• Guilloteaux, M. J. & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77.
• Gómez-Rodríguez, L. (2010). English textbooks for teaching and learning English as a Foreign Language: Do they really help to develop communicative competence? Educación y Educadores, 13. Retrieved July, 1, 2014 from: http://educacionyeducadores.unisabana.edu.co/ index.php/eye/article/view/1728/2330.
• Graham, S., Santos, D. & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435–456. doi: 10.1177/1362168811412026
• Graham, S. & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747–783. doi: 10.1111/j.1467-9922.2008.00478.x
• Grenfell, M., & Harris, V. (1999). Modern Languages and Learning Strategies: In Theory and Practice. London: Routledge.
• Griffiths, C. (2013). The Strategy Factor in Successful Language Learning. Bristol: Multilingual Matters.
• Griffiths, C. (2004). Language Learning Strategies: Theory and Research. AIS St Helens, Centre for Research in International Education.
• Hsiao, T. & Oxford. R. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86, 368–383. doi: 10.1111/1540-4781.00155
• Kellerman, E. (1991). Compensatory strategies in second language research: A critique, a revision, and some implications for the classroom. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith & M. Swain (Eds.), Foreign/Second Language Pedagogy Research (pp. 142– 161). Bristol: Multilingual Matters.
• Lam, W. (2010). Implementing communication strategies instruction in the ESL oral classroom: What do low-proficiency learners tell us. TESL Canada, 27(2), 11–30.
• Lam, W. & Wong, J. (2000). The effects of strategy training in developing discussion skills in an ESL classroom. ELT Journal, 54(3), 245–255. doi: 10.1093/elt/54.3.245
• Lee, K. R. & Oxford, R. (2008). Understanding EFL learners’ strategy use and strategy awareness. Asian EFL Journal, 10(1), 7–32.
• Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302. doi: 10.1017/S0272263109990520
• Manchón, R. (2000). Fostering the autonomous use of communication strategies in the foreign language classroom. Links and Letters, 7, 13–27.
• Manchón, R. (2008). Taking strategies to the foreign language classroom: Where are we now in theory and research? IRAL, 46, 221–243.
• McGrath, I. (2006). Teachers’ and learners’ images for coursebooks. ELT Journal, 60(2), 171–180.
• Menkabu, A. & Harwood, N. (2014). Teachers’ conceptualization and use of the textbook on a medical English course. In N. Harwood (Ed.), English Language Teaching Textbooks: Content, Consumption, Production. (pp. 145–177). Basingstoke: Palgrave Macmillan.
• Morales, M. & Smith, D. (2008). Spanish learning strategies of some good language learners. Porta Linguarum, 9, 167–177.
• Mukundan, J., Nimehchilasem, V. & Hajimohannadi, R. (2011). Developing an English language textbook evaluation checklist: A focus group study. International Journal of Humanities and Social Science, 1(12), 100–106.
• Oxford, R. (2011). Teaching & Researching: Language Learning Strategies. London: Routledge.
• Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle.
• Peters, M. (1999). Les stratégies de compréhension auditive chez des élèves du Bain Linguistique en français langue seconde. Unpublished PhD dissertation, Ottawa University, Canada.
• Plonski, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038. doi: 10.1111/j.1467-9922.2011.00663.x
• Roldán, A., Lucena, D., Mesenger, L., Roldán, J. & Sánchez, M. (2009). Adecuación de los libros de texto al Marco Europeo de Referencia para las Lenguas (MCERL). Porta Linguarum, 11,189– 206.
• Rose, H. (2012a). Language learning strategy research: Where do we go from here? Studies in SelfAccess Learning Journal, 3(2), 137–148.
• Rose, H. (2012b). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92–98.
• Rubin, J., Chamot, A. U., Harris, V. & Anderson, N. J. (2007). Intervening in the use of strategies. In A. D. Cohen & E. Macaro (Eds.), Language Learner Strategies: 30 Years of Research and Practice (pp. 141–160). Oxford: Oxford University Press.
• Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
• Wong, L. L. C. & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144–163. doi: 10.1016/j.system.2011.05.004
• Zapata, C. (2011). Estrategias de comprensión lectora en libros de inglés como lengua extranjera. Educare, 15(3), 27–52.