Has Language Learning Strategy Research Come to an End?: A response to Tseng et al. (2006)

• Xuesong Gao ^[1]
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: Applied linguistics, ISSN 0142-6001, Vol. 28, Nº 4, 2007 (Ejemplar dedicado a: Language Creativity in Everyday Contexts), págs. 615-620
• Idioma: inglés
• DOI: 10.1093/applin/amm034
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • Tseng et al. (2006) critically examine language learning strategy (LLS) research and propose to assess language learners’ strategic learning in terms of their self-regulatory capacity. In this response, I discuss whether the proposed advance of self-regulation means the marginalization of LLS research. While recognizing the merits of the proposal, I argue that the proposal needs to consider other competing constructs with similar connotations in research on learners’ strategic language learning. The response also reports on recent developments in LLS research, contending that such developments could complement the advance of a broad perspective on learners’ strategic learning in research.