Also available in ebook format.

Includes bibliographical references (p. 235-248) and indexes.

"O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory." (Book Cover)

CONTENTS:

1. Introduction

1.1. Background
Research on learning strategies
Theoretical background in second language acquisition

1.2. Overview of the book

2. A cognitive theory of learning

2.1. Background

2.2. Language as a cognitive skill
Representation in memory
Stages of skill acquisition
Complements to the stage-related theory of learning
Language comprehension
Language production

2.3. Learning strategies as cognitive skills
Definition and classification
Strategies as cognitive processes

2.4. Conclusions

3. How cognitive theory applies to second language acquisition

3.1. Background

3.2. Relationship of cognitive theory to specific constructs
Declarative knowledge
Procedural knowledge
Stages of skill acquisition

3.3. Conclusions

4. Learning strategies: methods and research

4.1. A framework for data collection on learning strategies
Objective of data collection
Language task
Temporal relationship
Informant training Elicitation procedures
Individual versus group data collection
Multiple data collection procedures
Issues in the use of self-report data

4.2. Review of research on applications of learning strategies
Definition and classification
Descriptions of strategy applications
Validation of strategy effectiveness

4.3. Conclusions

5. Strategies used by second language learners
Study 1 : Learning strategies used by beginning and intermediate ESL students
Study 2 : learning strategies used by foreign language students
Study 3 : listening comprehension strategies used by ESL students
Study 4 : longitudinal study of learning strategies used by foreign language students for different language tasks
Summary
Metacognitive and cognitive strategies
Declarative versus procedural knowledge
Stages of skill acquisition
Experts versus novices
Conclusions

6. Instruction in learning strategies

6.1. Issues in instruction
Separate versus integrated instruction
Direct versus embedded instruction
Instructional implementation
Student characteristics

6.2. Review of representative studies
Instruction in learning strategies for second language acquisition
Learning strategy instruction in first language contexts
Study 1 : learning strategy instruction with students of English as a second language
Study 2 : learning strategies taught by foreign language instructors

6.3. Conclusions

7. Learning strategies: models and materials

7.1. Instructional models in first language contexts : strategic teaching

7.2. Instructional models in second language contexts : the Cognitive Academic Language Learning Approach
Theoretical framework of CALLA
The components of CALLA
CALLA lesson plan model

7.3. Second language learning strategy training materials
Learning strategy materials for adult language learners
Learning strategy materials for content-based ESL

7.4. Conclusions

8. Summary and conclusions

8.1. Theoretical developments

8.2. Research
Definitional/classification studies
Strategy description
Validation studies