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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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The Effects of Classroom Intervention Strategies on Language Learner Motivation
In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021) (2021)
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Learner Difficulties and Strategy Choice when Learning to Read in a Genetically Related Language: The Case of a Ukrainian Language Learner ...
Lee, Yan-Yi. - : Apollo - University of Cambridge Repository, 2020
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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9
Learning English in a mobile-technology-assisted environment in China: Perception, process and Community of Practice
Gao, Chuan. - : University of Sydney, 2020
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10
Exploring the role of strategy instruction: Young learners’ listening performance and strategy use
In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 415-441 (2020) (2020)
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Mastery-based language learning outside class: Learning support in flipped classrooms
Wang, Yuping; Qi, Grace. - : University of Hawaii, 2018
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A systematic review of language learner strategy research in the face of self-regulation
Abstract: Language learner strategy research has been dogged by criticisms in recent decades culminating in calls for the field to be replaced with the construct of self-regulation. This paper aims to evaluate how the field has responded to such critique, and to investigate how self-regulation has impacted strategy research in recent years. The study utilizes a systematic review methodology to examine key studies conducted and published from 2010 to 2016 to reveal current trends, and to elucidate best research practices. After initially searching more than 1000 research papers, 46 of the most field-aware studies were selected for data extraction, of which 24 were included in a final systematic map for analysis. Results show strategy research is highly reliant on quantitative measures of data collection, but also reveal a number of context-situated qualitative methods which have produced valuable results. An in-depth review of the 15 most relevant studies revealed a number of innovations that have considerably advanced language learning strategy research in recent years. In a field awash with studies that are anchored to past methodologies, this paper showcases state-of-the-art work in the field, with an aim to inform future research.
Keyword: applied linguistics; language learner strategies; review; second language acquisition; second language learning; self-regulation; state-of-the-art
URL: https://doi.org/10.1016/j.system.2017.12.002
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A systematic review of language learner strategy research in the face of self-regulation
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The 21st century English language reading classroom in Montenegro: the influence of metacognitive strategies on university students’ attitudes regarding the process of reading in English
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 26, 2016, pags. 23-36 (2016)
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The Relationship between Iranian EFL Learners’ Autonomy and their Vocabulary Learning Strategies with a Focus on Gender
In: Journal of Applied Linguistics, Vol 9, Iss 18, Pp 183-196 (2016) (2016)
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The effects of metacognitive strategy training on ESL learners' self-directed use of TED Talk videos for second language listening
In: Graduate Theses and Dissertations (2015)
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Teenagers learning Chinese as a foreign language in a European Confucius Institute: the relationship between language learner strategies and successful learning factors
In: Language Awareness[ISSN 0965-8416],v. 24, p. 255-272 (2015)
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18
Maximing Learning Strategies To Pomote Learner Autonomy
In: TEFLIN Journal, Vol 12, Iss 1, Pp 88-100 (2015) (2015)
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19
Perceptions of Teacher's Use of English as a Second Language Strategies and Research-Based Practices With English Language Learners in Northeast Tennessee
In: ETSU Faculty Works (2012)
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Taiwanese university students’ beliefs about language learning and strategy use in an EFL exit test environment
Kao, Tung-Wei. - 2012
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