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Compiled by Dr. Neil J. Anderson
© 2009
To find an author, click on the letter below that corresponds to the first letter of the author's last name. Please note that this list is sorted by the last name of the first author listed in each reference. If you are unsure if the author you are looking for is listed first for any particular reference, please use our search page to find that author's name. You can also browse references by date, title, and medium type.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
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Wakamoto, N. (1993). A study on individual differences and learning strategies of learners. Step Bulletin, 5, 9-24 (in Japanese).
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Wakamoto, N. (2000). Language learning strategy and personality variables: Focusing on extroversion and introversion. IRAL, 38, 71-81.
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Wakamoto, N. (1992). A comparative study of differences in the uses of learning strategies between effective and less effective learners in an EFL context. Unpublished master's thesis. Hyogo University of Teacher Education.
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Watanabe, Y. (1991). Classification of language learning strategies. International Christian University Language Research Bulletin, 6(1), 75-102.
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Watanabe, Y. (1990). External variables affecting language learning strategies of Japanese EFL learners: Effects of entrance examinations, years spent at college/university, and staying overseas. Unpublished master's thesis, Lancaster University, Lancaster, UK.
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Weaver, S.J., & Cohen, A.D. (1997). Strategies-based instruction: A teacher-training manual. Minnesota: Center for Advanced Research on Language Acquisition, University of Minnesota, MN.
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Weaver, S.J., & Cohen, A.D. (1998). Making strategy training a reality in the foreign language curriculum. In A.D. Cohen (Ed.), Strategies in learning and using a second language (pp. pp. 66-97). London: Addison Wesley Longman.
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Weaver, S.J., Alcaya, C., Lybeck, K., & Mougel, P. (1994). Speaking strategies: A list compiled by teachers in the experimental sections of the strategies-based instruction experiment. Unpublished document, National Language Resources Center, University of Minnesota, Minneapolis, MN.
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Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. ). New York: Collier Macmillan.
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Weinstein, C., & Rogers, B. (1985). Comprehension monitoring: The neglected learning strategy. Journal of Developmental Education, 9, 6-29.
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Weinstein, C., & Underwood, V.L. (1985). Learning strategies: The how of learning. In J. Segal, S. Chipman, & R. Glaser (Eds.), Relating instruction to basic research (pp. pp. 241-259). Hillsdale, NJ: Erlbaum.
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Weinstein, C., Butterfield, P.J., Schmidt, C.A., & Poythress, M. (n.d.). An experimental program for remediating learning strategies in academically underprepared students. Report to Army Research Institute for Behavioral and Social Sciences: .
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Weinstein, C., Goetz, E.T., & Alexander, P.A. (1988). Learning and study strategies: Issues in assessment, instruction, and evaluation. San Diego, CA: Academic Press.
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Weinstein, C.E., & Hume, L.M. (1998). Study strategies for lifelong learning. Washington, DC: American Psychological Association.
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Weinstein, C.E., & Van Mater Stone, G. (1994). Learning strategies and learning to learn. In T. Husén & T.N. Postlethwaite (Eds.), The international encyclopedia of education, volume 6 (pp. pp. 3325-3329). Oxford, UK: Pergamon.
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Weinstein, C.E., Simmerman, S.A., & Palmer, D.R. (1989). Assessing learning strategies: The design and development of the LASSI. In C.E. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction and evaluation (pp. pp. 25-40). San Diego: Academic Press, Inc.
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Weinstein, C. (1978). Elaboration skills as a learning strategy. In H.F. O'Neil, Jr. (Ed.), Learning strategies (pp. New York). Academic Press: .
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Wellman, H.M. (1985). The origins of metacognition. In D.L. Forrest-Pressley, G.E. McKinnon, & T.G. Waller (Eds.), Metacognition, cognition and human performance (pp. ). New York: Academic Press.
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Wenden, A., & Rubin, J. (Eds.) (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice-Hall.
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Wenden, A.L (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language Learning, 37, 573-596.
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Wenden, A. (1987a). How to be a successful language learner: Insights and prescriptions from L2 learners. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. pp. 103-117). Englewood Cliffs, NJ: Prentice-Hall.
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Wenden, A. (1987). Incorporating learner training in the classroom. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. pp. 159-168). Englewood Cliffs, NJ: Prentice-Hall.
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Wenden, A. (1991). Metacognitive strategies in L2 writing: A case for task knowledge. In J.E. Alatis (Ed.), Georgetown Roundtable on Languages and Linguistics 1991 (pp. ). Washington, D.C.: Georgetown University Press.
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Wenden, A. (1995). Learner training in context: A knowledge-based approach. In L. Dickenson & A. Wenden (Eds.), Special issue on autonomy. System, 23 (pp. 183-194). : .
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Wenden, A. (1985a). Facilitating learning competence: Perspectives on an expanded role for second language teachers. Canadian Modern Language Review, 41, 981-990.
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Wenden, A. (1985b). Learner strategies. TESOL Newsletter, 19, 1-7.
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Wenden, A. (1986). Helping language learners think about learning. English Language Teaching Journal, 40, 3-12.
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Wenden, A. (1999a). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27, 435-441.
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Wenden, A. (1999b). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515-537.
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Wenden, A. (2002). Learner development in language learning. Applied Linguistics, 23, 32-55.
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Wenden, A. (1997). Learner training in foreign/second language learning: A curricular perspective for the 21st century. Unpublished monograph.
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Wenden, A (1991). Learner strategies for learner autonomy. London: Prentice Hall.
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Wenden, A (1986a). Incorporating learning training in the classroom. System, 14, 315-325.
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Wenden, A (1986b). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7, 186-201.
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Wertsch, J.V. (1985). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
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Westhoof, G. (1993). Learning strategies and learner autonomy. In I. Huttunen (Ed.), Learning to learn languages: Investigating learner strategies and learner autonomy (pp. ). Report on Workshop 2b. Council for Cultural Cooperation, Council of Europe, Strasbourg: .
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Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203-243.
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Widdowson, H.G. (1990). Aspects of language teaching. Oxford: Oxford University Press.
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Willems, G. (1987). Communication strategies and their significance in foreign language teaching. System, 15, 351-364.
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Willing, K. (1989a). Teaching how to learn: A guide to developing ESL learning strategies. Teacher's guide and activity worksheets. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University.
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Willing, K. (1989). Teaching how to learn: Learning strategies in ESL -- activity worksheets. California: Alta Book Center.
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Willing, K. (1990). Teaching how to learn. Sydney, Australia: National Centre for English Language Teaching and Research.
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Willis, J. (1996). A framework for task-based learning. Harlow, Essex, U.K.: Longman/Addison-Wesley.
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Willis, J. (1998). Task-based learning? What kind of adventure?. , , . Retrieved from http://langue.hyper.chubu.ac/jp/jalt/pub/tlt/98/jul/willis.html
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Willis, J (1996). A flexible framework for task-based learning. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. pp. 52-62). Oxford: Heinemann.
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Willoughby, T. & Wood, E. (1995). Mnemonic strategies. In E. Wood, V.E. Woloshyn, & T. Willoughby (Eds.), Cognitive strategy instruction for middle and high schools (pp. pp. 5-17). Cambridge, MA: Brookline Books.
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Wilson, J.E. (1988). Implications of learning strategy research and training: What it has to say to the practicioner. In C.E. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies (pp. pp. 323-331). New York: Academic Press.
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Winograd, P., & Hare, V.C. (1989). Direct instruction of reading comprehension strategies: The nature of teacher explanation. In C.E. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. pp. 121-139). San Diego: Academic Press, Inc.
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Wipf, J. (1984). Strategies for teaching second language listening. W. Lafayette, IN: Purdue University.
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Wittrock, M.C. (1974). Learning as a generative process. Educational Psychologist, 11, 87-95.
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Wong, B.Y.L. (1986). Metacognition and special education: A review of a view. Journal of Special Education, 20, 9-29.
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Wood, E., Woloshyn, V.E., & Willoughby, T. (1995). Cognitive strategy instruction for middle and high schools. Cambridge, MA: Brookline Books.
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Wright, T. (1987). Roles of teachers and learners. Oxford: Oxford University Press.
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