Vocabulary Strategy Training to Enhance Second Language Acquisition in English as a Foreign Language
This volume brings together three important aspects within strategy studies. First, it reviews the most outstanding previous studies in the field of vocabulary learning and communication strategies and their role in the second language acquisition and teaching process. Second, it provides empirical research testing general hypotheses in the field on how vocabulary learning strategies are a key component of vocabulary development and how their training improves their frequency of use and effectiveness. Finally, the book proposes a program for strategy training in the L2 classroom and illustrates it with examples from concrete vocabulary learning strategies and proposes exercises to apply them in an autonomous way. This volume will shed light on the field of vocabulary learning strategies and illustrate their practical utility in the foreign language classroom in order to improve the knowledge that teachers and learners have of them.
María Pilar Agustín Llach is Tenured Associate Professor of Applied Linguistics at the University of La Rioja, Spain. Her main research interests include the examination of vocabulary acquisition and teaching in light of different variables such as age, gender, proficiency level, L1 influence, and the use of strategies or learning contexts.
Andrés Canga Alonso holds a PhD in English Studies. He is Tenured Associate Professor at the University of La Rioja, Spain. His main research focuses on the applications of e-mail tandem and autonomy in mixed-ability EFL learners, and the analysis of receptive, productive and cultural vocabulary of young and teenage EFL learners. He has published several papers on these fields in various national and international journals.
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