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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Italian Macaro, Ernesto. - 2010 BASE Show details 2 The development of the passé composé in lower-intermediate learners of French as a second language Macaro, Ernesto; Graham, Suzanne. - 2008 BASE Show details 3 Strategy instruction in listening for lower-intermediate learners of French Graham, Suzanne; Macaro, Ernesto. - 2008 BASE Show details 4 The decline in language learning in England: getting the facts right and getting real Macaro, Ernesto. - 2008 BASE Show details 5 Language learner strategies: adhering to a theoretical framework Macaro, Ernesto. - 2007 Abstract: The editors and guest editors of Volume 35 have very kindly asked me to write an end-piece to this special issue of The Language Learning Journal that has focused on language learner strategies (LLS). Particularly they have asked me to evaluate the extent to which the papers presented in this volume adhere to some sort of theoretical consensus. I am most honoured to be able to accept their invitation. In so doing I am conscious of two pitfalls: that I should end up sounding as if I were passing judgment on other people’s work, which I really have no intention of doing, and certainly not without acknowledging deficiencies in my own work; and that I should single out individual authors for praise or criticism, which again I have no intention of doing. In a number of my contributions to the research area (Macaro, 2001, 2006; Macaro et al., 2005; Macaro et al., 2007; Cohen & Macaro, 2007) I have raised a series of concerns about the theoretical basis of LLS research and, particularly in Macaro (2006), I have proposed a theoretical framework which attempts to address those concerns. Space does not allow me to give anything more than an overview of the framework. I will take each of those concerns and, in turn, evaluate whether the papers (as a whole) in this volume have gone some way towards addressing them. ; The full-text of this article is not currently available in ORA, but you may be able to access the article via the publisher copy link on this record page. Citation: Macaro, E. (2007). 'Language learner strategies: adhering to a theoretical framework', Language Learning Journal 35(2), 239-243. [Available at http://www.tandf.co.uk/journals/rllj]. Keyword: Applied linguistics; Education; language learning URL: https://doi.org/10.1080/09571730701599245 http://www.tandf.co.uk/journals/rllj BASE Hide details 6 Do near-beginner learners of French have any writing strategies? Macaro, Ernesto. - 2007 BASE Show details 7 Does intensive explicit grammar instruction make all the difference? Macaro, Ernesto; Masterman, Liz. - 2006 BASE Show details 8 Second language teachers as second language classroom researchers Macaro, Ernesto. - 2003 BASE Show details

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