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(Using Easy-reading Literacy to Help Adult ESOL Learners in Developing Their English
Content
Content 1
Abstract 2
Chapter One Introduction 2
Chapter Two Background information 5
2.1 Skills for life in UK 6
2.2 ESOL in UK 7
2.3 Feature of ESOL 8
2.4 Teaching Context 8
Chapter Three Literature review 9
3.1 Methods for investigating LLS 10
3.2 Theories in second language acquisition (SLA) and in cognitive psychology and research review 15
3.3 The nature of learning strategies 17
3.4 Effectiveness of LLS 21
3.5 Factors influencing strategy choice 23
3.6 LLS training 24
3.7 Strategy-based classroom instruction 26
3.8 Teaching and learning for adult ESOL learners in the UK 27
Chapter Four Methodology of the Research 29
4.1 Purpose of the study 29
4.2 Research design 29
4.3 Research questions 31
4.4 Subjects of t免费论文网 【http://www.51lunwen.net】he study 31
4.5 Procedure of the study 31
Chapter Five Results of the study and Discussion 33
5.1 Descriptive statistics of the study 33
5.2 Limitations 37
5.3 Suggestions for further research 38
5.4 Pedagogic implications 40
Chapter Six Conclusion 41
Bibliography 43
Appendix 47
Abstract
Within the field of second language (SL) learning and teaching, there has been a prominent shift that shows greater emphasis on learners and learning than on teachers and teaching. This dissertation provides an overview of key issues concerning one consequence of the shift: the focus on and use of language; learning strategies (LLS) in SL/FL learning and teaching. In doing so, this dissertation outlines the background and the research review of LLS and action research, discusses a number of definitions, taxonomies and the factors that influe
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