Writing strategies and strategy-based instruction in Singapore primary schools /

Writing strategies and strategy-based instruction in Singapore primary schools /

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Bibliographic Details
Author / Creator:Bai, Barry, author.
Imprint:Newcastle upon Tyne, UK : Cambridge Scholars Publishing, 2016.
©2016
Description:xii, 219 pages : illustrations ; 22 cm
Language:English
Subject:
Education, Primary -- Singapore.
Language and languages -- Study and teaching.
Second language acquisition.
Second language acquisition.
Language and languages -- Study and teaching.
Education, Primary.
Singapore.
Format: Print Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/10649470
Hidden Bibliographic Details
ISBN:1443885959
9781443885959
Notes:Includes bibliographical references (pages 195-213).
Table of Contents:
  • Acknowledgments
  • List of Tables
  • List of Figures
  • Preface
  • Chapter 1. Introduction
  • 1.1. Expertise studies and the origin of research on language learning strategies (LLS)
  • 1.2. English as an L2 in the Singapore context
  • 1.3. Approaches to teaching writing in an L2
  • 1.4. A multi-dimensional theoretical framework for literacy and LLS
  • 1.5. The research problem and research questions
  • 1.6. Objectives and significance of the study
  • 1.7. An outline of the book
  • Chapter 2. Literature Review of Research on Language Learning Strategies
  • 2.1. Definitions and categorization of LLS
  • 2.2. Descriptive LLS studies
  • 2.3. Intervention research on LLS
  • 2.4. Conclusion
  • Chapter 3. Theoretical Framework for the Present Study
  • 3.1. Cognitive views on language learning
  • 3.2. Socio-cultural views on learning
  • 3.3. Multi-dimensional views on language learning and literacy development
  • 3.4. Conclusion
  • Chapter 4. Research Methodology
  • 4.1. Establishing patterns of strategy use (Phase One)
  • 4.2. Determining the effectiveness of strategy-based instruction (Phase Two)
  • 4.3. Ethical considerations
  • Chapter 5. Findings and Discussion of Phase One
  • 5.1. Descriptive statistics of overall strategy use
  • 5.2. Relationship between strategy use and English learning outcomes
  • 5.3. Patterns of reported strategy use across the participating schools
  • 5.4. Conclusion
  • Chapter 6. Findings and Discussion of Phase Two
  • 6.1. The quantitative results
  • 6.2. The qualitative results
  • 6.3. Conclusion
  • Chapter 7. Conclusions and Implications
  • 7.1. Summary of major findings
  • 7.2. Theoretical implications
  • 7.3. Pedagogical implications
  • 7.4. Limitations of the study
  • 7.5. Recommendations for future research
  • 7.6. Conclusion
  • References
  • Appendices
  • Appendix A. Teacher's Journal Log
  • Appendix B. Researcher's Observation Record Log

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